Lesson study in eritrea: Its ımpact on middle school science teachers’ learning and classroom practice

Ali Suleman  Abdella; Chris  Reddy; Arend  Carl

doi:10.36681/

Authors

Ali Suleman Abdella Department of curriculum studies, Stellenbosch University, Stellenbosch-SOUTH AFRICA
Chris Reddy Department of curriculum studies, Stellenbosch University, Stellenbosch-SOUTH AFRICA
Arend Carl Department of curriculum studies, Stellenbosch University, Stellenbosch-SOUTH AFRICA

DOI:

https://doi.org/10.36681/

Keywords:

Eritrea, teacher development, lesson study, teacher learning, classroom practice

Abstract

This research explores effects of lesson study on science teacher learning and classroom practice in three purposively selected middle schools of Eritrea. An extended teacher development program that combined training workshops with actual practising of lesson study contributed in enhancing conceptual understanding and pedagogical skills of teachers. The participants valued lesson study as worthwhile teacher development strategy because it brought teachers together and hence significantly contributed in minimising teacher isolation. The finding of this research provides new insights into teacher professional development in Eritrea concerning implementation of lesson study as professional development process for science teaching.

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References

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