Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

Yakar, Zeha; Turgut, Duygu

doi:10.5539/ies.v10n6p36

Cited by 17 publications

(14 citation statements)

References 24 publications

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“…It was found out that planning, teaching and reflection components of the model facilitated the noticing skill of the participating teachers. Yakar and Turgut (2017) analyzed how lesson study impacted science teachers' beliefs about teaching and learning, and found out that microteaching lesson study had a positive effect on teacher beliefs by shifting their focus from teacher-centered instruction to student-centered instruction. Bahçivan's (2017) study with pre-service science teachers showed that lesson study broadened teacher knowledge by positively affecting their subject as well as pedagogical knowledge.…”

Section: Lesson Study In Turkeymentioning

confidence: 99%

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Bayram

Bıkmaz

2021

Sage Open

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This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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Section: Lesson Study In Turkeymentioning

confidence: 99%

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Bayram

Bıkmaz

2021

Sage Open

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“…The importance of dialogue and interaction is underscored which supports the idea that learners in groups have the ability to organize and guide their learning activities. Furthermore, learners come to a learning progression in a shared-learning condition under social constructivism [1], [16], [25], [26].…”

Section: Crafting Teachers' Competence Through Synergismmentioning

confidence: 99%

“…In the cases of the other countries that implemented LS prior to the Philippines, it was pointed out that the core of the LS is the collaborative lesson planning from a group of teachers with similar interests under a supervision of a senior teacher. This practice is believed to produce instructional improvement as it drives student learning which serve as basis for indirect learning by the teachers implementing it [3], [26], [27]. In the Philippines, particularly in a DepEd-Division, professors from a State University served as the KOs among the teacher-implementers.…”

Section: Crafting Teachers' Competence Through Synergismmentioning

confidence: 99%

From competition to collaboration: Unraveling teachers’ lesson study experiences

Bautista

Baniqued

2021

IJERE

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<span>Lesson study is a professional development program among teachers. It reciprocates teachers’ development to students’ outcomes. It is also an act of leveraging classroom practices, enriching teachers’ content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the lesson study in their classes. Qualitative data were gathered from the informants’ interview during the implementation of the lesson study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers’ competence through synergism, boosting teachers’ morale and confidence, refining the quality of the research lesson, and scheming avenues for critical thinking. It is, therefore, suggested that lesson study be implemented by all teachers across all subject-areas in the division and introduced among pre-service teachers to further discover its efficacy towards teachers’ development and students’ outcomes. Furthermore, it is strongly suggested that knowledgeable others be involved in the implementation of the lesson study as their presence were found significant in ensuring its success as most of the teachers are not specialized in the field that they are teaching.</span>

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“…But, due to the lack of well-controlled and high-quality studies the evidence was insufficient. Qualitative research continues to provide evidence for the potential of the LS PD approach on teachers’ professional learning (Norwich and Ylonen, 2013) or teacher candidates’ learning (Meng and Sam, 2013; Zhou et al , 2017) in terms of knowledge and skills (Aimah et al , 2017; Dudley, 2013; Nami et al , 2016; Warwick et al , 2016), behaviour and beliefs (Cajkler et al , 2014; Bruce et al , 2016; Hadfield and Jopling, 2016; Schipper et al , 2017; Yakar and Turgut, 2017).…”

Section: Conclusion Based Upon Reviewmentioning

confidence: 99%

Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis

Willems

Bossche²

2019

IJLLS

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Purpose The purpose of this paper is to gather evidence for the effectiveness of Lesson Study (LS) for teachers’ professional learning. Design/methodology/approach A systematic review of relevant papers published between January 2010 and April 2018 was performed. To accomplish the best evidence synthesis, relevant studies were selected based upon well-chosen keywords and inclusion criteria. Afterwards, the quality of the remaining studies was assessed by using a critical appraisal checklist combined with a strength and weakness analysis. Data sources included relevant articles identified through digital searches on Education Research Information Centre and Web of Science, as well through snowball sampling and personal contacts. A total of five studies meeting inclusion criteria were retained for this review. Findings These five studies describe LS as a powerful professional development approach because of its positive impact on teachers’ professional learning. A significant improvement or change for knowledge, skills, behaviour and beliefs has been reported among teachers. Originality/value Only studies with a design that shows high effectiveness were selected. The sample of relevant studies is currently small. As a consequence more large-scale and long-term research which illustrates the short and long-term effects of the LS approach on teachers’ and students’ learning is desirable.

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Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

Cited by 17 publications

References 24 publications

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

From competition to collaboration: Unraveling teachers’ lesson study experiences

Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis

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