{"title":"运用辅导与师徒监督的课堂研究提升课堂研究能力:多个案研究","authors":"Thanya Kadroon","doi":"10.1108/ijlls-05-2023-0055","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"4 1","pages":""},"PeriodicalIF":1.0000,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study\",\"authors\":\"Thanya Kadroon\",\"doi\":\"10.1108/ijlls-05-2023-0055\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Purpose</h3>\\n<p>The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.</p><!--/ Abstract__block -->\\n<h3>Design/methodology/approach</h3>\\n<p>The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.</p><!--/ Abstract__block -->\\n<h3>Findings</h3>\\n<p>The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. 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Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study
Purpose
The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies.
Design/methodology/approach
The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method.
Findings
The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge.
Practical implications
Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies.
Originality/value
This article suggests meaningful professional benefits of participation in mentoring and coaching supervision.
期刊介绍：
The first journal of its kind, The International Journal for Lesson and Learning Studies publishes lesson and learning studies that are pedagogically aimed at improving the quality of teaching and learning in formal educational settings. These studies may take the form of action research, design experiments, formative evaluations or pedagogical research more generally that is designed to foster a democratic, discursive and action orientated inquiry process. The editorial objective of the journal is to promote interdisciplinary and cross-national collaboration between groups of teacher educators, educational researchers and schoolteachers. The International Journal for Lesson and Learning Studies (IJLLS) is the official journal of the World Association of Lesson Studies (WALS). WALS is an association of educational researchers and teaching professionals from various countries in the world who are dedicated to educational research that focuses directly on improving the quality of learning in classrooms and other formal learning environments through pedagogical experiments or action research.
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