A case study of continuing teacher professional development through lesson study in South Africa

South African Journal of Education

Volumn 30, Issue 1, 2010, Pages 59-74

  Ono, Yumiko ^a   Ferreira, Johanna ^b  

^a University of Education   (Japan)

^b UNIVERSITY OF SOUTH AFRICA   (South Africa)

Author keywords

Lesson study; Professional development; Teacher learning

Indexed keywords

EID: 78149279369     PISSN: 02560100     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (54)

1. Baba T & Kojima M 2004. Lesson study. In: The history of Japan's education development: what implications can be drawn for developing countries? Institute for International Development. Tokyo: JICA.
2. Ball DL & Cohen DK 1999. Developing practice, developing practitioners: toward practice-based theory of professional education. In: G Sykes & L Darling-Hammond (eds). Teaching as the learning profession: handbook of policy and practice. San Francisco: Jossey Bass.
3. Borko H & Putnam RT 1995. Expanding a teacher's knowledge base: a cognitive psychological perspective on professional development. In: TR Guskey & M Huberman (eds). Professional development in education: new paradigms and practices. New York: Teachers College Press.
4. Bransford J, Brown AL & Cocking RR (eds) 2000. How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.
5. Brown AL, Collins A & Duguid P 1989. Situated cognition and the culture of learning. Educational Researcher, 18:32-42.
6. Bruer J 1993. Schools for thought: a science of learning in classrooms. Cambridge, MA: MIT Press.
7. Bruner J 1996. The culture of education. Cambridge, MA: Harvard University Press.
8. Caine RN & Caine G 1994. Making connections: teaching and the human brain. Menlo Park, CA: Addison-Wesley.
9. Collinson V 1996. Reaching students: teachers' way of knowing. Thousand Oaks, CA: Corwin Press.
10. Collinson V & Ono Y 2001. Professional development of teachers in United States and Japan. European Journal of Teacher Education, 24:223-248.
11. Darling-Hammond L 1996. The quiet revolution: rethinking teacher development. Educational Leadership, 53:4-10.
12. Department of Education 2002. Revised National Curriculum Statement: Overview. Pretoria: Government Printer.
13. Department of Education 2007. The national policy framework for teacher education and development in South Africa: more teachers, better teachers. Pretoria: Government Printer.
14. Feiman-Nemser S 2001. From preparation to practice: designing a continuum to strengthen and sustain teaching. Teachers College Record, 103:1013-1055.
15. Fernandez C & Yoshida M 2004. Lesson study: a Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
16. Fiske EB & Ladd HF 2004. Elusive equity: education reform in post-apartheid South Africa. Washington, DC: Brookings Institute.
17. Fullan MG 1991. The new meaning of educational change. 2nd edn. New York, NY: Teachers College Press.
18. Fullan M & Hargreaves A 1996. What's worth fighting for in your school. New York: Teachers College Press.
19. Hashimoto Y, Tsubota K & Ikeda T 2003. Ima Naze Jugyo Kenkyu Ka: Sansujugyo no Saikochiku. Tokyo: Toyokan-Shuppan. (Why lesson study now: restructuring Math lessons).
20. Hattori K, Kita M, Honda M, Nishioka K, Matachi A, Kamiiisaka A, Nagao M & Akagawa I 2001. MSSI First round district level workshop. Unpublished report submitted to JICA.
21. Hiebert J, Gallimore R & Stigler JW 2002. A knowledge base for the teaching profession: what would it look like and how can we get one? Educational Researcher, 31:3-15.
22. Howie S & Plomp T 2002. Mathematical literacy of school leaving pupils in South Africa. International Journal of Education Development, 22:603-615.
23. Jansen J & Christie P (eds) 1999. Changing curriculum: studies on outcomes-based education in South Africa. Cape Town: Juta.
24. Jansen J & Taylor N 2003. Educational change in South Africa 1994-2003: case studies in large scale education reform. Washington DC: World Bank.
25. Japan International Cooperation Agency (JICA) 2003. Summary report of the final evaluation on the Mpumalanga Secondary Science Initiative (MSSI) in the Republic of South Africa. Tokyo: JICA.
26. Kelleher J 2003. A model for assessment-driven professional development. Phi Delta Kappan, 84:751-756.
27. Lave J & Wenger E 1991. Situated learning: legitimate peripheral participation. Cambridge, MA: Cambridge University Press.
28. Leu E 2004. The patterns and purposes of school-based and cluster teacher professional development programs (EQUIP1 Working Paper No. 2). Washington, DC: USAID. Available at www.equip123.net.docs/working_p2.pdf. Accessed 12 December 2006.
29. Lewis C & Tsuchida I 1997. Planned educational change in Japan: the shift to student-centered elementary science. Journal of Educational Policy, 12:313-31.
30. Lewis C & Tsuchida I 1998. A lesson is like a swiftly flowing river: how research lessons improve Japanese education. American Educator, 22:12-17, 50-52.
31. Lieberman A 1995. Practices that support teacher development: transforming conceptions of professional learning. Phi Delta Kappan, 76:591-596.
32. Lieberman A & Miller L 1991. Revisiting the social realities of teaching. In: A Lieberman & L Miller (eds). Staff development for education in the 90's. New York: Teachers College Press.
33. Macrae M 1994. A legacy of apartheid: the case of mathematical education in South Africa. International Journal of Educational Development, 14:271-287.
34. MacNeil DJ 2004. School- and cluster-based teacher professional development: bringing teacher learning to the schools. Washington, DC: USAID.
35. Mpumalanga Department of Education, University of Pretoria & Japan International Cooperation Agency 2006. Joint Evaluation Report of MSSI. Unpublished report.
36. Nagao M & Kadowaki S 2003. Report on MSSI Phase 2 planning study. Tokyo: JICA.
37. OECD 2005. Teachers matter: attracting, developing and retaining effective teachers. Paris: OECD.
38. Ofir Z & Stroebel A 2002. An evaluation of the first phase of the Mpumalanga Secondary Science Initiative (MSSI). Johannesburg: Evalnet.
39. Ono Y 2008 Lesson study as professional development of teachers in South Africa and in Afghanistan. Paper presented at the Comparative and International Education Society 52nd Annual Conference, Teachers College, New York.
40. Ono Y, Mafumiko F, Phwetekele P, Adzifome SN, May S & Chikamori K 2008. A case study of teacher learning from lesson study and its sustainability. Paper presented at the International Council on Education for Teaching Annual Meeting, University of Mino, Braga, Portugal.
41. Ono Y, Chikamori K, Ozawa H & Kita M. 2007. Effectiveness of lesson study in international cooperation in education: a case study of Biology lesson by a South African teacher. Journal for the Science of Schooling, 8:11-22 (in Japanese).
42. Peacock A 1993. The in-service training of primary school teachers in science in Namibia. British Journal of In-service Education, 19:21-26.
43. Rogoff B 1998. Cognition as a collaborative process. In: D Kuhn & RS Siegler (eds). Handbook of child psychology: Vol 2. Cognition, perception and language. New York: Wiley.
44. Sayed Y 2002. Changing forms of teacher education in South Africa; a case study of policy change. International Journal of Educational Development, 22:381-395.
45. Schwille J & Dembélé M 2007. Global perspectives on teacher learning: improving policy and practice. Paris: UNESCO International Institute for Educational Planning.
46. Stigler J & Hiebert J 1999. The teaching gap: best ideas from the world's teachers for improving education in the classroom. New York: Summit Books.
47. Supovitz JA & Turner HM 2000. The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37:963-980.
48. Sylwester R 1995. A celebration of neurons: an educator's guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
49. Tatto MT 1997. Limits and constraints to effective teacher education. In: W Cummings & N McGinn (eds). International handbook of education and development: preparing schools, students and nations for the twenty-first century. Oxford: Pergamon.
50. Tatto MT & Velez E 1997. Teacher education reform initiatives: the case of Mexico. In: CA Torres & A Puigros (eds). Latin American education: comparative perspectives. Boulder, Colorado: Westview Press.
51. Taylor N & Vinjevold P 1999. Getting learning right: Report to the President's Education Initiative Research Project. Johannesburg: Joint Education Trust.
52. Van der Flier H, Thijis GD & Zaaiman H 2003. Selecting students for a South African mathematics and science foundation programme: the effectiveness and fairness of school-leaving examinations and aptitude tests. International Journal of Education Development, 23:399-409.
53. Villegas-Reimers E 2003. Teacher professional development: an international review of the literature. Paris: UNESCO International Institute for Educational Planning.
54. Vonk JHC 1995. Teacher education and reform in western Europe: sociopolitical contexts and actual reform. In: NK Shimahara & IZ Holowinsky (eds). Teacher education in industrialized nations. New York: Garland Publishing.