Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Abstract

Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students' learning. Thanks to the studentcentered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession.

From competition to collaboration: Unraveling teachers’ lesson study experiences

“…Teachers A, G, F, and I believed that learners in the implemented LS are made thinkers, participative, keener, and analytical due to the activities that they are exposed with. Similar phenomenon is observed by various authors who implemented LS [1], [6], [7], [13], [14], [25]. Iksan, Zakaria, and Daud [1] emphasized the role of social interaction, while Butun [7], Bayram and Canaran [13] suggested that teachers should come with a tangible research plan addressing the observed strengths and weaknesses of LS in their research locale.…”

“…Usually, the group is composed of 3-5 member teachers who are teaching similar fields under the supervision of a senior or a seasoned teacher in a specified field of learning [3], [10], [11]. The implementation of LS in Japan yielded significant results and earned positive feedback in the academic communities around the world [7], [12]- [14]. Aptly, Philippines is one of the countries that looked into the potentialities of conducting LS.…”

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

“…He found out that the model enabled teachers to apply different teaching methods, collaborate with each other, and exchange opinions. Özdemir (2019) also highlighted that especially low performing students, and students with difficulties in self-expression benefited from the lesson study experience.…”

“…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. In his study conducted with two primary school teachers, Özdemir (2019) investigated how lesson study improved the PD of teachers as well as student learning. He found out that the model enabled teachers to apply different teaching methods, collaborate with each other, and exchange opinions.…”

Contemporary trends in professional development of teachers: importance of recognising the context

“…Consequently, collaborative professional learning, professional communities, communities of practice and many other terms have been used in the educational literature to refer to the reform models of PD. Studies suggest that reform models expose teachers to the practices of one another and allow them to share their experience which results in not only broadening their knowledge (Kanellopoulou and Darra, 2018) but also overcoming the culture of isolation prevailing in many schools ( € Ozdemir, 2019). These models are further supported by those academics who show a close positive relation between reform models of learning and student learning outcomes (Darling-Hammond, 2004;Opfer and Pedder, 2011a).…”