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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Voornemende Wiskunde-onderwysers se metakognitiewe vaardighede tydens lesstudie in mikro-onderrig (MLS) : oorspronklike navorsing

Volume 30, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

Die moontlikhede wat metakognitiewe vaardighede in onderrig en leer vir die verbetering van onderrig en leer in Wiskunde inhou, is relatief onbekend aan Suid-Afrikaanse onderwysers en leerders. Die skoolkurrikulum maak nie eksplisiet voorsiening vir die fasilitering van hierdie vaardighede nie. In 'n onderwysersopleidingsinisiatief waaroor daar in hierdie artikel gerapporteer word, is voornemende laerskool Wiskunde-onderwysers in een van hul vierdejaarmetodiek-modules aan lesstudie in mikro-onderrig (MLS) bekendgestel. Die doel van die ondersoek was om die ontplooiing en toepassing van 'n metakognitiewe praktykbenadering tot MLS te ondersoek, asook om voornemende onderwysers se kennis te ontwikkel rakende hul eie onderrig van meting, vorm en ruimte, hul leerders se leer daarvan en hul kennis van die inhoud van die Wiskundekurrikulum oor grade en fases. Die data in hierdie kwalitatiewe gevallestudie is tydens klas- en groepbesprekings (beplanning), aanbiedings van en die geskrewe MLS, asook uit metakognitiewe refleksieverslae bekom. Data is georden en deurgelees, en daarna is kodes aan betekenisvolle woorde of frases toegeken. Deur sodanige ontleding is die unieke eienskappe en struktuur van die data blootgelê sodat dit beskryf, geïnterpreteer en verduidelik kon word (Nieuwenhuis 2007). Uit die resultate blyk dit dat die MLS-ervarings bygedra het tot die groep se verbeterde metakognitiewe kennis en vaardighede.


As part of an initiative at a South African university, prospective final-year primary school Mathematics teachers were introduced to and actively involved in micro-teaching lesson study (MLS) in a methodology module. The purpose of the initiative was to unfold and apply metacognitive teaching and learning practices, to enable the students to better know how primary school learners think and learn (their cognition), to understand their own general knowledge of teaching, and appreciate their capacity to learn collaboratively so as to improve their understanding of curriculum content over grades and phases. The content of the methodology module was based on existing research and practice.
Micro-teaching focuses on the practising of teaching skills. It involves planning and analysis of a lesson by individuals or groups of prospective teachers. The lesson is presented to between five and ten fellow students and lasts between 5 and 20 minutes (Cooper 1967). Yoshida (1999) proposes Japanese lesson study as a comprehensive method to address teachers' (cognitive and meta-cognitive) knowledge of Mathematics, their pedagogical content knowledge and their knowledge of the curriculum content. The structure of lesson study is one of repeated cycles of planning, implementation, data collection, analysis and revision of the lesson study by groups of teachers. Lesson study is taught in the context of a normal class during normal class periods and involves a number of learners. It requires comprehensive lesson planning and an extensive report that reflects on the lessons learnt from the teaching and learning by learners. MLS is a combination of micro-teaching and Japanese lesson study.

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/content/aknat/30/1/EJC20486
2011-01-01
2019-12-06

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