T. KADROON, M. INPRASITHA
Approach demonstrated by expert and Japanese teachers; 4)
Ongoing coaching or support from the project; and 5) Obtain-
ing feedback from outsiders such as educators, parents, school
board members etc.
Conclusion
The efforts in applying an innovation such as Lesson Study
and Open Approach into Thai school context and shifting from
the traditional professional development where emphasis is on
short term training to emphasizing the collaboration of teachers
in the school system to creating a community of good practice.
In the beginning, the school situation was analyzed and training
workshops for teachers in school were implemented. The im-
plementation process of Lesson Study and Open Approach
continued in the week. Specialists from Thailand and from
abroad were invited to educate teachers on a regular basis.
Teachers had the opportunity to have open class at the end of
the semester and include an opportunity for agencies and or-
ganizations to visit the class. All of these processes help teach-
ers to modify patterns of teaching, learning habits and culture in
the workplace and also to gain a perspective on teaching
mathematics. It can be said that teachers have developed a new
view on how to teach mathematics and how to view and evalu-
ate the class. These processes have contributed to the process of
changing values about teaching mathematics for teachers. As
Inprasitha (2010) mentioned, introducing Lesson Study into
Thai schools has much influence not only for improving teach-
ing practice in schools, but also for improving the system of
teacher education as a whole.
Acknowledgements
This research is supported by the Commission on Higher
Education and also Center for Research in Mathematics Educa-
tion, Khon Kaen University, Thailand.
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