DSpace
  Kyoto Women's University   Kyoto Women's University Library English 日本語

Kyoto Women's University Academic Information Repository >
学術雑誌掲載論文(Journal Article) >
その他 >

Please use this identifier to cite or link to this item: http://hdl.handle.net/11173/3795

Title: Development of a self-reflection scale for observers of mathematics lesson during lesson study
Authors: Sakai, Takeshi
Akai, Hideyuki
Ishizaka, Hiroki
Tamura, Kazuyuki
Choy, Ban Heng
Lee, Yew-Jin
Ozawa, Hiroaki
Keywords: Mathematical lesson observation
Mathematics education
Self-reflection scale
Issue Date: 2024
Publisher: Emerald Publishing Limited
Citation: 『International Journal for Lesson & Learning Studies』Vol.13,No.2
Abstract: [Purpose] This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points. [Design/methodology/approach] Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors. [Findings] We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3]. [Originality/value] Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
URI: http://hdl.handle.net/11173/3795
Appears in Collections:その他

Files in This Item:

File Description SizeFormat
0000_13-2_001.pdf365.09 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

DSpace Software Copyright © 2002-2010  Duraspace - Feedback