Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

Abstract

This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in-service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two-fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.

Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development

“…First, developing teachers' professional knowledge and beliefs leads to improvement in classroom strategies to support more effective pupil learning (Dudley, 2013;Fernandez 2005;Lewis 2000Lewis , 2009Ylonen and Norwich 2012). Saito, Harun, Kuboki and Tachibana (2006) from a school-university joint lesson study project in Indonesia, reported three improvements in (a) the academic base of lessons, (b) the structure of lessons, and (c) the engagement of students. Secondly, developing teachers' personal characteristics and dispositions such as their sense of selfefficacy and professional identity motivates them to assume more responsibility for pupil learning Sibbald 2009).…”

The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

“…The process of lesson study is: (1) defining the problem; (2) planning the lesson; (3) teaching the lesson; (4) evaluating the lesson and reflecting on its effect; and (5) revising the lesson (Norwich and Ylonen, 2013;Nesusin, et al, 2014;Murata, 2011). The lesson study cycle is carried out through activities: planning-doing-seeing (Saito, et al, 2006). Lesson study process it includes cycles composed of several phases: collaborative planning, lesson observation by colleagues and other knowledgeable advisors, analytic reflection, and ongoing revision (Fernandez, 2010;Lewis, 2002;Stigler and Hiebert, 1999).…”

Bilim Sanat Merkezi Matematik Öğretmenlerinin Kurdukları Geometrik İnşa Problemlerine Bilişsel Seviye Düzeyleri Açısından Ders İmecesi Çalışmalarının Etkisi

“…Ders imecesi ile ilgili çalışmalarda ise farklı ders imecesi örneklerinin tanıtıldığı (Sarkar Arani, Keisuke & Lassegard, 2010) ve öğretmenlerin bir araya getirilerek görüşlerinin alındığı (Saito, Harun, Kuboki & Tachibana, 2006) görülmektedir. Bu çalışmalar ile öğretmenlerin; öğretim tekniklerinin geliştiği belirlenmiştir (Inoue, 2011;Lewis, Perry, Hurd & O'Cannell, 2006).…”