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Report on Discussion 2: How can we improve the lesson through teacher education materials?

Fourth APEC-Tsukuba International Conference: Innovation of Mathematics Teaching and Learning through Lesson Study – Connection between Assessment and Subject Matter. Report on Discussion 2: How can we improve the lesson through teacher education materials?. A) Group 1 (Teacher Training).

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Report on Discussion 2: How can we improve the lesson through teacher education materials?

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  1. Fourth APEC-Tsukuba International Conference: Innovation of Mathematics Teaching and Learning through Lesson Study – Connection between Assessment and Subject Matter Report on Discussion 2: How can we improve the lesson through teacher education materials?

  2. A) Group 1 (Teacher Training) Summary of Discussion: • Initial question that was posed to the groups to moot discussion: “What are the objectives of guidebooks and does the guidebook improve your teaching?” • Focus of the discussions were on the structure of pre-service and in-service teacher training presently being practices in the APEC economies • In all the economies, some form of certification is required before a teacher is allowed to teach in schools. Pre-service training ranges from 2 – 4 years.

  3. Most of the economies have been having reforms/ curriculum review in order to improve education. In-service training is conducted as an important part of educational reforms. The teacher factor is critical for the success of new reforms. • All the APEC economies use some form of the cascading model for in-service training: Master trainers/tutors are trained at the national level and the master trainers then return to the regions. and districts and train other school teachers. Mode of training is mainly by using workshops. • Feedback on the implementation of the training is done through reports by the master trainers/tutors.

  4. Some problems faced in the in-service training conducted using the cascade model: • Training more theoretical than practical • Teachers unable to practice and apply what they have learnt

  5. Recommendations to overcome the problem faced: • Form school-based Professional Learning Communities within the school and/or at the district level • Use Lesson Study as an approach to teacher development to make reforms come alive. • Overcome two main challenges to make school-based in-service teacher development work: school leadership, and overcome the constraints of time factor

  6. Group 2:Teacher’s guidebook (textbook guide) Summary • Most countries have good textbooks and these are endorsed by the ministry. • The quality of the guide book varies. Those supported by the ministry of Education usually can give good support to teachers. • Usually in each economy, there are several versions of textbook.

  7. For example, in Brunei, they use two textbooks, one as reference. • There are new curriculum changes in most places, either in the past or is coming soon, say Thailand will have a new curriculum in 2010 and Brunei will start using English as medium of instruction starting in primary 1 mathematics in 2008. • The guide book provides more effective support to primary schools teachers. • Secondary teachers rely less on the guidebook.

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