Teachers’ Belief on the Benefit of Collaboration in Lesson Study

Abstract

Lesson study is being actively implemented in many countries as one of the continuous professional development program for school teachers. Since collaboration is an important element of lesson study, it is deemed necessary to investigate teachers’ beliefs about collaboration in lesson study. Data were collected through both qualitative and quantitative methods, where teachers were surveyed via questionnaire, interviewed, observed and asked to keep a journal. Thirty-one teachers and a school administrator who oversee the teachers’ progress in the school were involved. The results showed that most teachers agree with the benefits of lesson study, such that it improved cooperation and collegiality. Other benefits include: lesson study provides a platform for sharing collaboratively; knowledge is enhanced in terms of content, pedagogy, student-centered instructions , and curricula – ability to design constructivist lessons. Negative comments were centered around time constraint and heavy workload – leading to absence from shceduled meetings. Overall, the effect of collaboration in lesson study has led to more improved teachers compared to other professional development approaches.

Exploring the impact of lesson study through the views of Lao mathematics teacher educators on the needs, learning and difficulties

“…Clearly, this implied the critical situation of LS among MTEs in LS model 1. Most of them in this survey requested a typical model and reliable sources of LS because if teachers can “see the benefits of LS then they would be willing to allocate their time and energy to the practice” (Khalid et al , 2016). Therefore, in order to overcome this situation of LS model 1, revising LS guidelines, enhancing the LS system in those TTCs and providing LS experts or “knowledgeable other” in those TTCs become clear.…”

“…Lesson study (LS) is a model for teacher professional learning of both pre- and in-service teachers. It is “a long-term teacher-led professional learning approach.” Teachers try out the concept of learner-center to correspond new curriculum reform that emphasizes “mathematical thinking, reasoning, communication and problem-solving” (Khalid et al , 2016). LS changes teachers’ knowledge of mathematics and student thinking, pedagogy, sets a long-term goal, improves the process of collegial work and the task in the lesson (Lewis et al , 2009).…”

Academic collaboration in Ethiopian Higher Education Institutions: from a senior-junior staff support perspective

“…Staff members working together in a strong collaborative environment report more confidence, strong self-efficacy, better emotional and psychological well-being, and reduced worry in their primary duties ( Dehdary, 2017 ; Moolenaar et al., 2011 ; Shakenova, 2017 ). Senior and junior academic staff collaboration and support enhance subject knowledge, pedagogy, as well as research and community service skills ( Goddard et al., 2007 ; Khalid et al., 2016 ). Furthermore, researchers found that staff collaboration is crucial to professional reflection ( Jong et al., 2019 ), enhance productivity and effectiveness ( Ervin, 2011 ), share common beliefs, attitudes, ideas, and better alternatives to bring further improvements ( Jao and Mcdougall, 2016 ).…”

Lesson Study in an Inclusive Mathematics Classroom using Multicommunications Media: A Ring Theory Course

“…Meanwhile, Fernandez (2002) & Sumarni et al (2020 state that a Lesson study can be seen as an approach to improving learning. Lesson study has the advantage of creating collaboration between teachers in developing education, providing opportunities for teachers to solve learning problems together, and making teachers communicate closer (Khalid et al, 2016;Wood & Cajkler, 2018). Sucilestari & Arizona (2019) & Yalcin (2019 write that a Lesson study is a form of approach to improving the quality of learning carried out by teachers in a collaborative way.…”