Implementation of Lesson Study as an Innovative Professional Development Model Among Malaysian School Teachers

Abstract

Purpose-This qualitative study explored the implementation of Lesson Study, a kind of teacher-directed and bottom-up approach of the Japanese model of teacher professional development in the Malaysian education context. It seeks to answer the question of how implementation of lesson study as an innovative professional development model among Malaysian school teachers influences teachers' pedagogical content knowledge, and what school-based factors support or hinder the implementation of lesson study in the Malaysian context. Methodology-The case study method was employed involving two secondary schools in the state of Kedah. Each school set up a lesson study group as a case. Case A had 9 teachers while case B had 8. The participants of both cases engaged themselves in the lesson study process for a period of 12 months. Each lesson study cycle required the participants to collaboratively plan, discuss, teach, observe and reflect on a particular lesson. Due to various constraints, at the end of this study, case A conducted three lesson study cycles while case B conducted only two cycles. Multiple data sources were gathered through in-depth interviews, observations, group discussions and reflections as well as participants' journal writing. Findings-The analysis of the qualitative data indicated that the lesson study group setting provided an encouraging opportunity Significance-This study revealed that the degree of knowledge enhancement was dependent upon each participant's attitude and commitment towards the teaching profession. However, when provided with sufficient supporting factors such as positive support from the school administrators, committed and dedicated group leaders and strong collegiality among the lesson study team, lesson study could be successfully implemented as an effective and innovative mode of teachers' professional learning.

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

“…Regarding the first research question, the results showed that most of the teachers agreed on the idea that LS was influential in encouraging teachers' exchange activities which might create the best opportunities for them to share ideas and receive constructive feedback from their fellow teachers contributing to developing their CPD (Mon et al, 2016;Matoba et al, 2007). A possible explanation for this finding could be that LS requires teachers' collaborative participation in sharing activities with their fellow teachers so as to reach a consensus for the improvement of instructional practices (Wood & Cajkler, 2018;Marble, 2007).…”

“…This finding can be explained by the fact that LS creates favorable conditions for the teachers to plan teaching strategies and logically conduct the lesson through its different steps (e.g., collaboratively planning, discussing the lesson, etc.) (Mon et al, 2016;Stepanek et al, 2007). By doing this, it ensures that all the teachers in the group could be better equipped with sufficient knowledge of content, student agents, instruction, and so on, serving back to their CPD as well as satisfying the need for student learning (Matoba et al, 2007).…”

“…eachers' continuous professional development (CPD) can be defined as a lifelong learning process that starts from the very beginning of teachers' teaching careers and continues until they stop or retire (Villegas-Reimers, 2003). CPD has become an influential norm in educational reforms, and it helps teachers to facilitate learning activities through which they can learn to adapt to new changing roles and teaching approaches (Mon et al, 2016).…”

Organisational Forms and Methods of Physical Education Teachers’ Professional Development at Multydisciplinary Hei

“…It should be noted that the advantages of this method include a significant motivational influence (interest, satisfaction, independence, confidence in one՚s own abilities), the formation of the physical education teacher՚s awareness of his own role and importance in the team, understanding of the specifics of the activity of the physical education department or its individual elements, etc. As for rotation [13], this is a method of non-formal learning, which involves familiarizing the employee of the physical education department with various activities of the structural unit, cooperation with other units, as well as direct participation in the performance of relevant tasks.…”

Bansho as part of lesson and lesson study: from the origins to the present

“…In addition, as claimed by Yoshida (2002), being the primary form of professional development in different parts of the world now (e.g. Clivaz, 2016;Mon et al, 2016;N ı Sh uilleabh ain, 2015;Vermunt et al, 2019), LS has provided teachers with the opportunities to examine diverse factors that frame the teaching and learning processes. One of the recurrent themes being continuously discussed by teachers and scholars in LS is bansho.…”