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Choy, Ban Heng
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This study attempts to investigate the development and enactment of listening pedagogy in mathematics teaching and learning. Listening is involved in daily school activities but its importance is often overlooked and underestimated. Listening is more than hearing. Good teaching practices evolve from telling to listening in order to understand the needs of the student. In this study, I examined the use of lesson study (LS), a form of teacher professional development, as an effective platform for developing the practice of listening pedagogy. In addition, I argue that listening pedagogy is a critical enabler for effective teacher learning from LS, highlighting the dialogic relationship between LS and listening pedagogy.

A holistic single-case study design was utilized in this qualitative study to understand the impact of listening pedagogy using LS as the professional development context. The theoretical framework adopted involved placing listening pedagogy at the center of teaching and learning. It considered contextual as well as personal factors that would impact the teacher’s thinking of listening pedagogy and classroom practices. Hence, the aim of this study was to investigate different aspects of teacher learning by examining the changes in what and how an experienced teacher thinks of listening pedagogy, as well as changes in her classroom practices, as she went through the process of LS. Data collected included video and audio recordings during the LS process, including classroom artefacts. The transcripts generated were then analysed using thematic content analysis of critical incidents.

The findings indicated that the teacher’s ideas of listening pedagogy had undergone a number of changes. Adopting a listening pedagogy also impacted teacher learning which resulted in changes such as increased teacher awareness of mathematical ideas and understanding the importance of addressing students’ misconceptions effectively. The largest change noted was reflected in her new goal of understanding students’ thinking which was also reflected in her classroom practices. The findings suggested that LS provided a conducive and favourable context for the learning of listening pedagogy. At the same time, it also allowed for rich teacher learning to take place which had an impact on teacher beliefs that contributed to the thinking of listening pedagogy. This study offers useful implications for future research. These would span the ideas of how teachers learn, the nature of mathematics as a subject, the purposes of teacher professional development as well as implications for teaching.
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QA11.2 Ane
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Appears in Collections:Master of Education

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