Abstract:
In Lesotho, there is a general concern about the performance of learners in mathematics. There are many factors which can contribute to this. One of the factors can be the quality of teachers themselves. This study was set to improve teachers’ pedagogical practices through Lesson Study in Secondary Schools in Maseru Lesotho. Firstly, the study established teachers’ understanding and their pedagogical practices before and after an intervention could be given. The study also sought to explore if there were any changes in teachers’ classroom practices and also if there was any impact on learners’ understanding of mathematics after teachers had undergone Lesson Study training. The challenges that teachers experienced in implementing Lesson Study were also looked at.
The study adopted a mixed method approach which employed a questionnaire, observations and interviews. The first phase of the study consisted of 200 secondary mathematics teachers in Maseru to whom questionnaire was administered. The second phase of the study was made up of 18 teachers from three secondary schools based in Maseru. These teachers received a one day intensive training on Lesson Study which was followed up by another one day school-based intensive training. In this phase data was collected using classroom observations and interviews.
The findings from the study indicated that Lesson Study had positive impact on both teachers and learners. As a result of participating in Lesson Study, teachers were now able to reflect on their practices, and this had improved their pedagogical practices, and content knowledge. There had also been an improved teacher collaboration. All these attributes led to improved teacher-confidence in the teaching of mathematics. The results also revealed learners whose teachers participated in LS were motivated, participated more in classroom discussions and showed more understanding of mathematical concepts. However, the findings had revealed that time was a major of challenge encountered during implementation of Lesson Study in Lesotho. Teachers did not have a common time for meetings due to their packed timetables. A model of Lesson Study which emerged from the findings of this study showed that unlike in other LS models where one teacher presents the research lesson and others observe and take notes on learners’ learning, the Lesotho model showed that teachers used team-teaching.
