Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Uştuk, Özgehan; Çomoğlu, İrem

doi:10.7160/eriesj.2019.120202

Cited by 21 publications

(20 citation statements)

References 47 publications

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“…In 2019, a systematic review of lesson study implementations by English language teachers around the world and in Turkey was carried out by Uştuk and Çomoğlu (2019), who recommended the model to be adopted by more languages teachers. Karabuğa and İlin (2019) conducted a qualitative study with five EFL teachers and discussed the potential advantages and disadvantages of the model in depth.…”

Section: Lesson Study In Turkeymentioning

confidence: 99%

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Bayram

Bıkmaz

2021

SAGE Open

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This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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Section: Lesson Study In Turkeymentioning

confidence: 99%

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Bayram

Bıkmaz

2021

SAGE Open

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“…Having been accepted as a bottom-up approach (Saito et al , 2020; Uştuk and Çomoğlu, 2019), LS is seen as an alternative to the conventional forms of top-down PD. Reviewing earlier studies, Fujii (2016) conceptualizes several principles of LS practice that challenges the conventional approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflexive professional development in reflective practice: what lesson study can offer

Uştuk

Çomoğlu

2021

IJLLS

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PurposeIn response to the top-down professional development (PD) practice, this study conceptualizes lesson study (LS) as a bottom-up approach to foreign language teacher PD in the Turkish context. Relatedly, the authors seek to empower teachers so that they can engage in reflexive PD and claim voice over their practices.Design/methodology/approachAn LS project including four teachers was implemented at a higher education language centre and conducted as a critical ethnographic study. Using ethnographic research qualitative data collection methods such as field notes, interviews and artefacts, the data were analysed with a thematic analytic approach.FindingsDrawing on cultural-historical activity theory (CHAT), findings revealed that LS was a meta-activity that allowed teachers to be agents of the PD practices. More significantly, LS empowers teachers to have a situated impact on their development activities in addition to the meta-activity's impact on them.Originality/valueThis study is one of the few that goes beyond the reflective value of LS and gives contextual evidence of how reflexive PD can occur in LS. The reflexive relationship between the agent (participant–teachers) and the process (LS practice) provides a strong implication revealing the transformative impact of bottom-up PD activit(ies).

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“…It is also evident that teachers' PD has become one of the most central interests in educational research over the past several decades, and numerous studies conducted all over the world have shown that PD activities within and outside the educational setting influence teachers positively (e.g., Joshi et al, 2018;Krille, 2020;Mohammadi & Moradi, 2017;Özgehan & İrem, 2019). Through his review of the literature, Bayar (2014) stated that PD activities potentially help both novice and experienced teachers in enhancing their existing skills and obtaining new ones.…”

Section: List Of Figuresmentioning

confidence: 99%

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

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Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Cited by 21 publications

References 47 publications

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

Reflexive professional development in reflective practice: what lesson study can offer

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

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