Lesson study and 21st-century skills: Pre-service Teachers Reason, Produce and Share

Abstract

Being a collaborative professional development model and contributing to the collaboration and communication skills of the group members, lesson study was coined in Japan and has been applied in many countries since then, which supports and enhances the professional development of teachers or pre-service teachers. Although literature abounds in studies on lesson study or on 21st-century skills, there is no study examining the impact of lesson study on 4Cs. Therefore, adopting an intrinsic case study approach, this paper examined to what extent a lesson study implementation influenced pre-service teachers' 21st-century skills in the Turkish context where lesson study is not an embedded tradition. Participants were six senior students of English language teaching. The data generated were wide-ranging: recordings of meetings, teachers' in-class observation notes, 4Cs checklist, recorded pre-and post-interviews, lesson study observation forms, and post-lesson evaluation forms. Findings showed that 21st-century skills of preservice teachers were developed, and pre-service teachers started to REASON the issues they face in the classroom, PRODUCE alternative way(s) to overcome troubles or support learning, and SHARE their experiences and solutions with colleagues sincerely in a collaborative atmosphere. However, one intriguing finding is that, in a context which does not embed lesson study, if the process is not internalized, it may cause the future teachers to be loath to reason, produce and share due to the lack of self-efficacy as well as the fear of being criticized.

Pengaruh Pengenalan Lapangan Persekolahan (PLP) Terhadap Soft Skills Dengan Dimoderasi Oleh Jenis Kelamin Pada Mahasiswa Calon Guru

“…Saat ini masih terdapat kesenjangan akan penguasaan soft skills pada mahasiswa sebagai seorang calon guru. Lebih dari separuh mahasiswa calon guru (61,29%) belum siap untuk menerapkan keterampilan communication, collaboration, creative, dan critical thinking atau 4C ke dalam praktik mengajar (Bedir, 2019;Yeşilçınar & Aykan, 2021). Tidak ada perubahan yang signifikan terhadap kemampuan elaborasi, regulasi diri dan negosiasi mahasiswa calon guru pada tahun ke-3 perkuliahan (Valtonen et al, 2021).…”

Critical Thinking and Collaboration Skills on Environmental Awareness in Project-Based Science Learning

“…In addition to critical thinking skills, collaboration skills are essential for prospective teachers in the 21st century (Yeşilçınar & Aykan, 2021;Ramsay-Jordan, 2022;Musarrat & Marium, 2023). Collaboration skills are needed to support prospective teachers in thinking critically and solving problems (Huysken et al, 2019;Barber et al, 2020;Warsah et al, 2021).…”

Lesson Study Model Perception Scale: Validity and Reliability Study

“…Bringing continuity to professional development, LS gives teachers the opportunity to share their professional knowledge, skills, and experiences with their colleagues, thanks to the collaborative and interactive environment it provides (Chen, 2017). In addition, LS, which improves teachers' critical and creative thinking skills throughout the practice, gives them the opportunity to see the course process through the eyes of students (Yeşilçınar & Aykan, 2022). It is seen LS model's advantage that the focus of observation is based on the reflection process of teaching and the students rather than the teacher himself, and the absence of a supervisory and disciplinary understanding (Saito & Atencio, 2015).…”