An Investigation Into How Lesson Study Practice Reshapes an Efl Teacher’s Beliefs Regarding the Qualities of Effective Language Teachers

Abstract

The present study aims to provide insights into how teachers' beliefs about the qualities of effective teachers are shaped when they take part in Lesson Study practice as a teacher-led, collaborative professional development activity. The study adopted qualitative research methodology and utilized from the qualitative data collection means including repertory grids (i.e. pre-and post) and follow-up interviews to achieve the research aim. The results reveal that the EFL teacher in the study context steps in the process of change since he is observed to cite constructs related to teacher-student relationships and add new constructs related to professional development as a result of experiencing Lesson Study model with his colleagues.