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ชื่อบทความที่เผยแพร่ A Comparative Study of Teaching Practice in Lesson Study incorporating Open Approach  
วัน/เดือน/ปี ที่เผยแพร่ 26 พฤศจิกายน 2560 
การประชุม
     ชื่อการประชุม World Association of Lesson Studies (WALS) International Conference 2017 
     หน่วยงาน/องค์กรที่จัดประชุม World Association of Lesson Studies (WALS) 
     สถานที่จัดประชุม Nagoya University 
     จังหวัด/รัฐ Nogoya, Japan 
     ช่วงวันที่จัดประชุม 24 พฤศจิกายน 2560 
     ถึง 27 พฤศจิกายน 2560 
Proceeding Paper
     Volume (ปีที่) 2017 
     Issue (เล่มที่)
     หน้าที่พิมพ์ 200-217 
     Editors/edition/publisher  
     บทคัดย่อ Developing innovations in teaching and learning mathematics by focusing on the process of developing and sharing good practices was more important than importing good practice from other places (Inprasitha, Isoda, Wang-Iverson & Yeap, 2015). Similarly, the Lesson Study project in Khon Kaen University and the (CO)2MP Elementary project in the United States seek to engage practicing teachers in developing their instruction of mathematics through Lesson Study incorporating Open Approach (Inprasitha, 2003; 2006; 2010; 2016) rather than giving them prescribed sets of curriculum to teach. Teachers in the project are prompted to make-sense of their beliefs, their students’ learning and their curriculums by engaging in a professional learning community meant to improve and share ideas with the larger teaching community. The similar nature of these projects, in the context of two difference countries makes exploration of the teaching and practice and teacher beliefs a unit of interest for research. The study examines the teaching practices in Thailand and the United States as they participated in Lesson Study incorporating Open Approach within their respective schools. Participants included teachers and students in the Lesson Study Project conducted by Center for Research in Mathematics Education, Khon Kaen University, Thailand, and teachers and students in the Lesson Study Project conducted through the (CO)2MP Elementary grant, Bowling Green State University, the United States. Method: a qualitative research design was used in this study. Data were collected by observations, questionnaire, and interviews. Analysis: interviews were recorded and transcribed. The text from the observation notes, questionnaire and the interviews were considered together and coded for teaching practices. Findings 1) The preparation and adaptation of teaching practice in Lesson Study incorporating Open Approach in each context was very important. In CRME Project, Thailand, there were weekly, 16 cycles per semester, plans taught & revised each day of the week, and lesson not retaught until next year. In (CO)2MP Elementary grant, the United States, there were 2-days, 1 cycle per semester, plans revised several times on LS day, and lessons are revised and retaught on same day. 2) Social context liked lesson study supported teachers to feel confidence and appreciate when they taught and had another teacher or researcher observed the classroom, and also reflected about the classroom. 3) Lesson Study is not only beneficial for in-service teacher but also for pre-service teacher. It provided the opportunities for the pre-service teachers and in-service teachers to work together and learn together. This way prepared and encouraged the pre-service teachers to be the better teachers for their career path.  
ผู้เขียน
557050008-3 น.ส. นิศากร บุญเสนา [ผู้เขียนหลัก]
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