Review Article
Year: 2020 | Month: July | Volume: 7 | Issue: 7 | Pages: 312-319
Development of a Conceptual Framework for Capturing Mathematics Teachers’ Professional Knowledge Creation through Lesson Study
Nanae Yasukawa
Graduate School for International Development and Cooperation, Hiroshima University, Japan
ABSTRACT
Professional knowledge of mathematics teacher(s) is one of important elements to be considered in order to pursue new professionality of mathematics teachers. While previous studies conceptualized mathematics teacher(s)’s professional knowledge from both static and dynamic perspectives. However, it is also important to consider a collective perspective since as individual mathematics teacher’s knowledge is influenced by community’s knowledge which community created. Previously, the interaction between an individual teacher and community was pointed out in the practice of lesson study. Therefore, this research aimed to develop a conceptual framework for capturing mathematics teachers’ professional knowledge creation through lesson study. The Author reviewed literatures from the perspectives of professional community and situated learning, mathematics teachers’ professional knowledge, and mathematics teachers’ professional knowledge creation. Thereby, a conceptual framework for capturing mathematics teachers’ professional knowledge was developed. Professional knowledge creation was illustrated as one of the elements embedded within dynamic interaction of each component in an individual level and group level. Besides, interactions of different ontological levels can be created by lesson study which has SECI Model within. In order to clarify the process of mathematics teachers’ professional knowledge creation, further considerations was expected from the both theoretical and empirical perspectives.
Keywords: Mathematics teachers, Professional Knowledge Creation, Lesson Study, Professional Community, SECI Model
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