From competition to collaboration: Unraveling teachers’ lesson study experiences

Abstract

<span>Lesson study is a professional development program among teachers. It reciprocates teachers’ development to students’ outcomes. It is also an act of leveraging classroom practices, enriching teachers’ content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the lesson study in their classes. Qualitative data were gathered from the informants’ interview during the implementation of the lesson study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers’ competence through synergism, boosting teachers’ morale and confidence, refining the quality of the research lesson, and scheming avenues for critical thinking. It is, therefore, suggested that lesson study be implemented by all teachers across all subject-areas in the division and introduced among pre-service teachers to further discover its efficacy towards teachers’ development and students’ outcomes. Furthermore, it is strongly suggested that knowledgeable others be involved in the implementation of the lesson study as their presence were found significant in ensuring its success as most of the teachers are not specialized in the field that they are teaching.</span>

A collaborative professional development and its impact on teachers' ability to foster higher order thinking

“…Additionally, it enhances teachers' abilities in lesson planning and effective problem-solving, boosting their confidence and knowledge to tailor instructional activities to suit the unique contexts of their students. Moreover, consistent with Bautista and Baniqued [20], the positive outcomes of educational experiences through lessons show that teachers develop a collaborative team-working culture. It instills confidence in teachers and enhances their effectiveness in designing lessons, promoting critical thinking [21], [22].…”

The power of feedback in teacher education

“…The LS team strives to achieve identified instructional and student learning goals (Cajkler and Wood, 2016;Chong and Kong, 2012;Helmbold et al, 2021;Karabuga, 2021). This reflective examination of student learning goals leverages collective expertise to build pedagogical knowledge, align approaches across classrooms and allow teachers to incrementally improve instruction (Bautista and Baniqued, 2021;Karabuga, 2021;Letloenyane and Loyiso, 2015;Weaver et al, 2021). When implemented systematically, LS provides an in-house professional development model enabling continuous enhancement of real teaching practice (Chong and Kong, 2012;Collet and Greiner, 2020;Helmbold et al, 2021;Letloenyane and Loyiso, 2015;Weaver et al, 2021).…”

“…LS has the capacity to foster TC's skills in thoughtful lesson and curriculum planning, execution, analysis and refinement. LS is recommended for TCs because it promotes the adoption of evidence-based instructional approaches, refinement of instruction and activities tailored to diverse learners (Bautista and Baniqued, 2021). Furthermore, LS may be beneficial for TC's because it has been shown to encourage integrative, collaborative and reflective examination of the teaching and learning process that fosters inclusion, motivation and transparency (Collet and Greiner, 2020).…”

“…It sustains positive changes in the mindsets, capabilities and knowledge that determine teaching effectiveness, resulting in greater student achievement. The multifaceted benefits make this professional learning model transformative for participating educators (Bautista and Baniqued, 2021; Orhan and Beyhan, 2021; Schipper et al ., 2020).…”

Professional elementary teachers in the digital era: A systematic literature review

“…Third, lesson analysis from an educational standpoint aims to foster a common professional culture rather than just professional development activities. Fourth, the use of lesson study as a novel professional development paradigm for teachers in public schools [55]. Increased knowledge of subject matter and instruction, increased students' observing abilities, stronger collegial network, stronger connections from daily practice to a long-term goal, increased motivation and sense of efficacy, and improved plan quality available lesson are all part of the teacher's professional development model [54].…”