Implementing school-wide collaborative lesson research in Qatar

Abstract

In order to develop and nurture Qatari teachers' capacity to teach mathematics through problem solving, a 3-year professional development project was implemented in which the participants engaged in Collaborative Lesson Research (CLR), an enhanced version of Japanese lesson study. During the first year, the four Professional Development Specialists from Qatar University engaged in CLR to gain first-hand knowledge of teaching through problem solving and CLR. In Years 2 and 3, teachers from 4 Qatari schools participated in the project. This paper reports the findings of the research that examined the viability of this innovative project design. Overall, the participants gained much insight into both teaching mathematics through problem solving and CLR. The results also confirmed the significance of knowledgeable others for teacher learning in CLR. The findings also revealed some challenges for the future scaling up efforts in Qatar such as the lack of resources in Arabic. - 2019, Southeast Asian Association for Institutional Research. All rights reserved.