Lesson Study: professional development (PD) for beginning and experienced teachers

Abstract

faculty of Behavioural, management and social sciences, elan, institute for teacher development, university of twente, enschede, the netherlands ABSTRACT Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers' PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

“…As a result, as supported by the findings of the present study, lesson study can be used both as an effective tool to improve classroom practice and therefore student learning as well as supporting teachers' professional development, which is also confirmed by the results of national or international studies on this topic (Bayram & Bıkmaz, 2018;Boran & Tarım, 2016;Coenders & Verhoef, 2018;Coşkun, 2017;DeLucia, 2006;Kıncal & Beypınar, 2015;Pang, 2016;Songül, Delialioğlu & Özköse Bıyık, 2018;Suhaili, Shahrill & Khalid, 2014;Yüzbaşıoğlu, 2016). However, teachers who apply this approach should be supported by school administrators and they should be motivated to use this professional development approach frequently and continuously.…”

“…Participant teachers stated that they were able to meet their colleagues to cooperate with them, especially with the help of this method; they collaborated, exchanged ideas and had the opportunity to observe different practices and activities other than their own. There are many studies supporting these findings in the related literature (Bayram & Bıkmaz, 2018;Boran & Tarım, 2016;Coenders & Verhoef, 2018;Coşkun, 2017;DeLucia, 2006;Pang, 2016;Songül, Delialioğlu & Özköse Bıyık, 2018;Özdemir-Baki & Işık, 2018;Suhaili, Shahrill & Khalid, 2014). For example, Bayram and Bıkmaz (2018) found in their study that the lesson study contributed to the professional development of lecturers in terms of planning a lesson with others, adopting student-centered teaching, focusing on students, and developing time management skills.…”

Professional Development and Sustainable Development Goals

“…(a) Single episode expert-led group-based (e.g., training, conference) (b) Single episode expert-led individual-based (e.g., certification) (c) Single episode learner-centered group-based (e.g., retreat) (d) Single episode learner-centered individualbased (e.g., self-exploration) (e) Series of episodes expert-led group-based (e.g., class, multiple workshops) (f) Series of episodes expert-led individual-based (e.g., online course, apprenticeship) (g) Series of episode learner-centered groupbased (e.g., lesson study, community of practice) (h) Series of episodes learner-centered individual-based (e.g., mentoring, coaching, peer education) This approach was used by Fernandez (2002) in Japan and Arslan (2019) in Turkey, in an attempt to achieve better resilient and sustainable professional development, and their work was found to be consistent with that of Smith et al (2017) (Coenders and Verhoef 2019).…”

Developing Pmri Learning Environment Through Lesson Study for Pre-Service Primary School Teacher

“…Students work in teams to create collaborative learning tools and each step in the lesson study helped them improve their pedagogical abilities (Coenders & Verhoef, 2019). Therefore, the researchers expect that the PMRI learning environment with lesson study can become part of the curriculum for the education of preservice primary school teachers, especially in high-class mathematics learning course in order to improve the pedagogical knowledge of pre-service primary school teachers.…”