Abstract:
Lesson Study is an internationally recognised professional
development approach for teachers. This case study explores
the impact of implementing Lesson Study in the early grades of a
South African primary school, pertinently targeting early childhood
mathematics teachers. The evidence suggests that Lesson Study
has the potential to positively influence content knowledge,
pedagogical content knowledge, general professional development
and creative teaching of early grade teachers. The study
established that Lesson Study enhanced intergrade cooperation
and curriculum development and flow. Participants regarded
the collaborative experience as deeply enriching and fulfilling.
Although some implementation challenges were encountered,
these were not insurmountable and the overall benefits of Lesson
Study outweighed the potential obstacles.
