Perceptions of pre-service chemistry teachers on the utilization of productive lesson study as a framework for teaching and learning

Espinosa, Allen A.; Datukan, Janir T.; Butron, Benilda; Tameta, Anna Danica C.

doi:10.20429/ijsotl.2018.120109

Cited by 7 publications

(9 citation statements)

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“…This is possible because in addition to the absence of a fully supported school policy, partner cooperation has not yet reached the institutional level or is still personal. In line with the results of the study Akiko (2015); Espinosa & Tameta, (2018), explaining that several factors that prove teachers cannot demonstrate collaboration are leadership and shared roles, teacher research documentation and dissemination, and voluntary participation. These factors are found to be interrelated and intertwined with each other and have had a significant influence on teacher commitment in the teaching process and indirectly, this affects the sustainability of LSLC.…”

Section: Teacher 'S Perception About the Implementation Of Lslc At Scsupporting

confidence: 66%

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

Setyawan

Hindun

2020

J. Pend. Progresif

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Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning. Objective: To explain the perceptions of school principals, teachers, staffs, and students in implementing the Lesson Study Learning Community (LSLC). Methods: This descriptive study uses a quantitative approach. The sample consisted of three schools, each school consisting of one principal, three teachers, two staffs, and twenty five students selected by purposive sampling. There are three instruments developed by researchers; perception of principals, perceptions of teachers and staff, and perceptions of students. All items were valid (P < 0.05) and all the instruments were reliable (r11 > 0.40). The data were analyzed using percentages. Findings: From the four groups of respondents showed a positive perception in the application of lesson study in each school. The lowest positive perception was in the group of staff respondents. Conclusion: LSLC in schools gets a positive perception. Despite positive perceptions, the obstacles are still high.

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Section: Teacher 'S Perception About the Implementation Of Lslc At Scsupporting

confidence: 66%

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

Setyawan

Hindun

2020

J. Pend. Progresif

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“…The lesson study which was first implemented in Japan is a teaching method in which teachers, in a climate of cooperative and constructive dialogue, plan, teach, observe and evaluate the results of a lesson in a classroom (Espinosa, Datukan, Butron & Tameta, 2018). With this teaching practice based on constructivism, dialogue between teachers is enhanced, participatory learning and educational reflection are supported.…”

Section: Lesson Study: Theoretical Approachmentioning

confidence: 99%

“…The individual experiences and ideas of the participating teachers are tested in practice, are controlled and adopted, rejected or modified. This process motivates teachers to create a rich and well-structured lesson (Espinosa et al, 2018).…”

Section: Lesson Study: Theoretical Approachmentioning

confidence: 99%

Benefits, Difficulties and Conditions of Lesson Study Implementation in Basic Teacher Education: A Review

Kanellopoulou

Δάρρα

2019

IJHE

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The purpose of this study is to review the effectiveness of the implementation of the lesson study in higher education through the review of 28 empirical researches conducted both inGreeceand the world over the past decade (2008-2018). In particular, the benefits, the difficulties and the conditions of effective implementation of the lesson study are examined. The results of the research revealed that the development of co-operation, reflection and professional development of preservice teachers are seen as important advantages due to the implementation of the lesson study. The preparation time, the tensions and the stress resulting from the monitoring of the teaching of their fellow students are mentioned as main difficulties, while participation and cooperation of preservice teachers and their support by trainers are seen as necessary conditions for its successful implementation. There is also a need for further research on the implementation of the lesson study in higher education, mainly inGreece, compared to the international field.

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“…The lesson study is a teaching practice that was first applied to the educational system of Japan. It is a form of classroom research where teachers collaborate to design, teach, monitor and share the results in a class lesson (Espinosa, Datukan, Butron, & Tameta, 2018). The lesson study, which is based on the pedagogical theory of social constructivism, fosters dialogue among teachers, supports participatory learning and educational reflection, contributing to the improvement of teaching for the benefit of learners, but also in the professional support of the teachers themselves (Giannakidou, Gioftsali, &Tzioras, 2013).…”

Section: Lesson Study: Theoretical Approachmentioning

confidence: 99%

“…More specifically, teachers of the same specialty of a school who teach the same lesson through constructive dialogue and free exchange of views cooperate voluntarily and equally to carry out the research lesson by formulating a detailed teaching plan that a member of the group will implement to the class (Stepanek et al, 2007). With the individual experiences of participating teachers, their lesson is expected to be rich and well structured (Espinosa et al, 2018).…”

Section: Lesson Study: Theoretical Approachmentioning

confidence: 99%

The Implementation of the Lesson Study in Basic Teacher Education: A Research Review

Kanellopoulou¹,

Δάρρα²

2019

HES

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The lesson study is a teaching practice that was first applied to the educational system of Japan. It is a form of classroom research in which teachers cooperatively plan, teach, observe and share the results in a class lesson. The purpose of this study is to review the effectiveness of the implementation of the lesson study in basic teacher education through the review of 29 empirical researches conducted both in Greece and the world over the past decade (2008-2018). In particular, a. the contribution of the lesson study in mobilizing and improving the performance of preservice teachers and b. the attitudes and beliefs of preservice teachers and their educators on the use of this particular teaching approach. The results of the research revealed that lesson study contributes to mobilizing preservice teachers, improving their performance, and developing positive attitudes and beliefs of learners and trainers regarding its use in higher education. There is also a need for further research on the implementation of the lesson study in higher education, mainly in Greece, compared to the international field.

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Perceptions of pre-service chemistry teachers on the utilization of productive lesson study as a framework for teaching and learning

Cited by 7 publications

References 0 publications

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

Lesson Study in Schools Components Perception: The Challenge of Transforming Teaching and Learning

Benefits, Difficulties and Conditions of Lesson Study Implementation in Basic Teacher Education: A Review

The Implementation of the Lesson Study in Basic Teacher Education: A Research Review

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