Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Kihwele, Jimmy Ezekiel

doi:10.21083/ajote.v9i0.5731

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…Concerning to teacher educators' professional learning and development, this study showed that teacher educators' learning process occurs more during LS training (EfECT training project) than during teaching practice because some challenges such as time constraint, hinder teacher educators' professional learning through LS. The result agrees with the studies of Coe et al, 2010;Meyer &Wilkerson, 2011, cited in Kihwele andSang (2020) which proved that time is an important resource in facilitating and accomplishing the implementation of LS.…”

Section: Discussionsupporting

confidence: 92%

Teacher educators’ understanding of integrating lesson study into pre-service teacher education

Win

2022

JALKI

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In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

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Section: Discussionsupporting

confidence: 92%

Teacher educators’ understanding of integrating lesson study into pre-service teacher education

Win

2022

JALKI

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“…Due to its benefits in sustaining teachers upgrading their professional competencies, some countries have emphasized implementing lesson study to help pre-service teachers learn, internalize and practice. These countries include the US, Zambia, Canada, the UK and South Africa (Kihwele & Sang, 2020). However, lesson study faces several constraints in its implementation, which hinder the achievement of expected learning outcomes among teachers.…”

Section: Lesson Study Implementation Challengesmentioning

confidence: 99%

Factors Influencing the Implementation of the Lesson Study Approach in Pre-service Teacher Education in Tanzania

Kihwele

2023

EAJESS

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Teachers' education programs inadequately produce highly knowledgeable and competent teachers to support quality education. The situation necessitates plans to ensure the availability of systemic and continuous teacher professional development. This study explored factors influencing the implementation of lesson study in pre-service teacher education for continuous professional development. The data collection involved observation of classroom teaching with 72 students and in-depth interviews that purposively selected ten respondents from the class. Analysis involved content analysis. The findings show that collaboration and teamwork among pre-service teachers influenced the implementation of lesson study in a positive way while time requirement, negative perception and their seclusion behavior affected it negatively. The lesson study approach benefits pre-service teachers in igniting innovative and creative pedagogy compared to block teaching practices. The study recommends that future studies should consider the improvised solutions to existing challenges to enable the systemic implementation of lesson study in pre-service teacher education programs for professional development.

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Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Cited by 2 publications

References 16 publications

Teacher educators’ understanding of integrating lesson study into pre-service teacher education

Teacher educators’ understanding of integrating lesson study into pre-service teacher education

Factors Influencing the Implementation of the Lesson Study Approach in Pre-service Teacher Education in Tanzania

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