Integrating Lesson Study with Quality Standards in Philippine Mathematics Teaching

Abstract:

This study explores the potential of Lesson Study (LS) as a transformative approach to teacher professional development in mathematics education within the Philippines. Through a systematic literature review, it evaluates traditional professional development models' limitations and identifies LS's promise, challenges in implementation, and integration opportunities with quality standards like the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT). Findings reveal traditional models' inadequacy in fostering sustained improvements and collaborative learning communities. In contrast, LS emerges as a promising alternative, facilitating reflective practice, enhancing pedagogical content knowledge, and fostering a culture of continuous improvement. Despite its potential, LS faces challenges including resistance to engagement and cultural barriers. Integrating LS with SEARS-MT offers opportunities to address these challenges while promoting adherence to professional standards. This integrated approach can enhance teachers' content knowledge, pedagogical skills, and professional attributes, ultimately improving student learning outcomes. The study underscores LS's potential to catalyze transformative teacher professional development in Philippine mathematics education, emphasizing the need for continued research and collaboration to realize its benefits fully.

Keywords: Lesson Study, teacher professional development, mathematics education, Philippines, Southeast Asia Regional Standards for Mathematics Teachers, SEARS-MT