Exploring mathematics teachers’ lesson study experience towards a theory of ecological agency and mathematical knowledge for teaching
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ID: 287496
2025
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Abstract
This study explores the achievement of ecological agency and the development of Mathematical Knowledge for Teaching (MKT) within a team of Filipino mathematics teachers engaged in Lesson Study (LS). Using Kirkpatrick’s four levels of professional development evaluation, the study also assesses an LS training program to identify opportunities for professional development (PD) initiatives aimed at introducing LS to Filipino educators. Through an analysis of the teachers' discussions as LS participants, the paper highlights key episodes from the LS that demonstrate how they leverage their past experiences, future projections, and various structural, cultural, and material factors to activate their agency. Additionally, the study identifies the specific knowledge domains they draw upon in each phase of the LS process. The findings indicate a strong interconnection between ecological agency and MKT, with teachers activating different dimensions of their agency throughout the LS process. This engagement allows them not only to apply existing knowledge but also to develop new insights, which they share with the rest of the LS team. By examining patterns of thought and discourse, the study proposes a model that integrates ecological agency and MKT theories, illustrating how ecological agency drives the transformation of teachers’ existing MKT through situated action in LS. As teachers engage in LS, they recognize and activate relevant MKT that, when shared with others, contribute to the team’s shared understanding. The continuous process of shaping ideas and evaluating practice fosters professional intentionality, where teachers critically reflect, adapt, and refine their knowledge, thereby producing developing forms of MKT. The study underscores that while diverse teaching experiences enrich LS, a shared professional culture is essential for sustaining meaningful collaboration and maximizing teachers’ agentic engagement. Although the study is context-specific, its findings offer valuable insights into the importance of creating supportive, reflective environments for teacher professional growth. The research underscores the significance of understanding ecological agency theory to identify environmental factors that both facilitate and constrain the development of teachers' knowledge during their participation in LS.
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| Authors | Chua, Von Christopher G. |
| Journal | Malay Journal |
| Year | 2025 |
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| Keywords | Keywords not found |
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