تصورات معلمي الرياضيات في سلطنة عمان نحو التطوير المهني القائم على بحث الدرس Lesson Study و علاقتها ببعض المتغيرات

Abstract EN

The study aimed to investigate mathematics teachers' perceptions of the Lesson Study-Based Professional Development, and whether these perceptions differ according to gender and years of experience, and to achieve the aims of the study, a questionnaire was developed consisting of (38) phrases, and distributed into three domains: The professional opportunities offered by the lesson Study application, Lesson Study Application Requirements, and Lesson Study Application Challenges.

The study sample consisted of (114) males and females mathematics teachers in five educational governorates in the Sultanate of Oman.

The results of the study showed that the perceptions of mathematics teachers towards the Lesson Study- based professional development were of a high degree, and that there were statistical significant differences in these perceptions due to the variable gender in favor of females, and there were no statistically significant differences due to years of experience.

The study recommended the importance of providing support and teaching materials to enable teachers to implement the lesson study in schools.