The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa

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dc.contributor.advisorCarl, A. E.
dc.contributor.advisorFrick, B. L.
dc.contributor.authorCoe, Karen Leeen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2010-01-21T16:09:55Zen_ZA
dc.date.accessioned2010-08-13T13:10:50Z
dc.date.available2010-01-21T16:09:55Zen_ZA
dc.date.available2010-08-13T13:10:50Z
dc.date.issued2010-03
dc.descriptionThesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.
dc.description.abstractENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group of teachers in South Africa would place on the process of lesson study as a model for their own learning and instructional improvement. A qualitative case study approach through an action research design was the methodology employed for this research. Participants in this 18-month study experienced three complete cycles and a fourth partially completed cycle of lesson study. The setting in South Africa offers a unique perspective to research on lesson study. Lesson study has been the primary method of professional teacher development in Japan for more than 50 years. It is also realizing some success in school districts across the USA. The recent educational reforms in South Africa have something in common with each of these countries. Like Japan, South Africa has adopted a national curriculum. The common link with the USA is that both countries have recently experienced educational reform at the national government level. The findings from this research include a discussion of the elements contained in lesson study that may be beneficial to incorporate into continuing professional teacher development programs, an analysis of the sustainability of lesson study, and an exploration of the connection between the model of lesson study and the design of action research.
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie kwalitatiewe navorsingstudie was om die waarde wat ʼn groep onderwysers in Suid-Afrika op die proses van lesstudie as ʼn model vir hulle eie leer- en onderrigverbetering sou plaas, te bepaal. ʼn Kwalitatiewe gevallestudie-benadering met behulp van ʼn aksienavorsingontwerp was die metodologie wat tydens hierdie navorsing aangewend is. Deelnemers aan hierdie studie wat oor 18 maande gestrek het, het drie volledige siklusse en ʼn vierde gedeeltelike siklus van lesstudie onderneem. Die Suid-Afrikaanse konteks bied ʼn unieke perspektief op navorsing oor lesstudie. Lesstudie was vir meer as 50 jaar die primêre metode van professionele onderwyserontwikkeling in Japan. Dit behaal ook ’n mate van sukses in skooldistrikte oor die VSA heen. Die onlangse onderwyshervormings in Suid-Afrika het iets gemeen met elk van hierdie lande. Soos Japan, het Suid-Afrika ʼn nasionale kurrikulum in gebruik geneem. Die skakel met die VSA is dat albei lande onlangs onderwyshervorming op nasionale regeringsvlak ondergaan het. Die bevindinge van hierdie navorsing sluit ʼn bespreking van die elemente vervat in lesstudie in wat inkorporering in programme vir voortgesette professionele onderwyserontwikkeling tot voordeel kan strek, ʼn ontleding van die volhoubaarheid van lesstudie, en ʼn verkenning van die verband tussen die lesstudie-model en die ontwerp van aksienavorsing.
dc.format.extentxii, 318 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/3984
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectLesson studyen_ZA
dc.subjectEducational reform in South Africaen_ZA
dc.subjectEducation during Apartheiden_ZA
dc.subjectWhite Paper on Education and Trainingen_ZA
dc.subjectCurriculum and Outcomes-Based Educationen_ZA
dc.subjectOBEen_ZA
dc.subjectTheses -- Curriculum studiesen_ZA
dc.subjectDissertations -- Curriculum studiesen_ZA
dc.subject.lcshLesson planning -- South Africa -- Research -- Case studies.en_ZA
dc.subject.lcshTeachers -- Training of -- South Africa -- Research -- Case studiesen_ZA
dc.subject.otherCurriculum Studiesen_ZA
dc.titleThe process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africaen_ZA
dc.typeThesis
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