Quotes useful for methodology

Paper: Teachers’ Beliefs on the Benefit of Collaboration in Lesson Study (2016) - Madihah Khalid, Nor Azura Hj Abdullah, Abdulhameed Kamoludeen

In fact, most of the current major educational

reforms call for extensive, meaningful teacher collaboration (Inger, 1993).

It was noted that although they might collaborate in

performing some duties (e.g in extra- curricular activities and school functions), they work individually when it comes to planning and preparing their lessons and materials, and struggle on their own to solve their instructional and curricular problems (Ade Shahren, 2010).

The complexities introduced by a new curriculum or by the need to

refine an existing curriculum are challenging. Teacher teamwork stimulates new ideas, promotes coherence in a school's curriculum and instruction and makes these complex tasks more manageable (Khalid et al, 2016)

Through collaborative work, teachers’ knowledge (especially

pedagogical content knowledge) is enhanced and extended through participation in the social interaction, which is maximized when people with different ideas, conceptions, and opinions interact (Putnam & Borko, 1997).

Other criteria that the researchers tried to satisfy were

triangulation, peer debriefing, member checks and negative case analysis (Lincoln & Guba, 1985).

Refs:

Inger, M. (1993). Teacher Collaboration in Urban Secondary Schools. Berkeley, CA: National Center for Research in Vocational Education.

Ade Shahren, Hj. Suhaili (2010). Enhancing primary mathematics instructional practices via lesson study. Unpublished MEd Dissertation, Universiti Brunei Darussalam.

Putnam, R. T. & Borko, H. (1997). Teacher learning: implications of new views of cognition. In B. J. Biddle, T. L. Good & I. F. Goodson (Eds),

International handbook of teachers and teaching (1223-1296).

Dordrecht, The Netherlands: Kluwer Academic Publishers.

Lincoln, Y. S., & Guba, E. (1985). Naturalistic enquiry. Beverley Hills, CA: Sage.

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