Lesson Study: Does it work for personal development of pre-service ELT teachers?
DOI:
https://doi.org/10.26817/16925777.1569Keywords:
Lesson study, personal development, teacher judgment, self-awareness, self-confidenceAbstract
This study is intended to document Lesson Study experience of six preservice English language teachers studying at a state university in Turkey and investigates its impact on their personal development as prospective language teachers. The large volume of data collected through unstructured interviews, semi-structured interviews, learning journals, classroom observation records and focus group interview during seven-month period was subjected to thematic and categorical analysis using qualitative analysis software. The results revealed that Lesson Study intervention contributed to the personal development of the participating preservice teachers significantly in variety of aspects especially in making critical teaching judgements and ensuring adaptable teaching in the classroom. The results further indicated that Lesson Study also led to the development in creative teaching, establishment of rapport with students, self-awareness, and self-confidence of the participants.
Downloads
References
Barbrina, E., Chokshi, S., & Fernandez, C. (2012). www.tc.columbia.edu/lessonstudy/tools.html. https://www.tc.columbia.edu. adresinden alındı
Bruniges, M. (2007). Teacher Professional Judgement in Teaching and Learning Decisions. In R. Maclean (Ed.), Learning and Teaching for the Twenty-First Century (pp. 233-254). New York: Springer. https://doi.org/10.1007/978-1-4020-5773-1_14
Cajkler, W., & Wood, P. (2016). Adapting lesson study to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46(1), 1-18. https://doi.org/10.1080/0305764X.2015.1009363
Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2014). Lesson Study as a Vehicle for Collaborative Teacher Learning in a Secondary School. Professional Development in Education, 511-529. https://doi.org/10.1080/19415257.2013.866975
Cerbin, B. (2011). Lesson Study: Using Classroom Inquiry to Improve Teaching and Learning in Higher Education. Virginia: Stylus Publishing.
Collie, R., & Martin, A. (2016). Adaptability: An Important Capacity for Effective Teachers. Educational Sciences: Theory and Practice, 27-39. https://doi.org/10.7459/ept/38.1.03
Corcoran, D. (2011). Learning from Lesson Study: Power Distribution in a Community of Practice. In L. C. Hart, A. S. Alston, & A. Murata (Eds.), Lesson Study Research and Practice in Mathematics Education (pp. 251-267). New York: Springer. https://doi.org/10.1007/978-90-481-9941-9_20
Corno, L. (2008). On Teaching Adaptively. Educational Psychologist, 161-173. https://doi.org/10.1080/00461520802178466
Crandall, J. (2000). Language Teacher Education. Annual Review of Applied Linguistics, 34-55. https://doi.org/10.1017/S0267190500200032
Dudley, P. (2015). Lesson Study: Professional Learning for Our Time. New York: Routledge. https://doi.org/10.4324/9780203795538
Dudley, P. (2016, May 14). Lesson Study: A Handbook. Retrieved from www.lessonstudy.co.uk: http://lessonstudy.co.uk/wp-content/uploads/2012/03/new-handbook-revisedMay14.pdf
Fernandez, M. L., & Robinson, M. (2006). Prospective Teachers' Perspectives on Microteaching Lesson Study. Education, 127(2).
Freeman, D. (2002). The Hidden Side of the Work: Teacher Knowledge and Learning to Teach. Language Teaching, 1-13.
Freeman, D. (2002). The Hidden Side of the Work: Teacher Knowledge and Learning to Teach. Language Teaching, 1-13.
Glaser, B. G., & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.
Hart, L., Alston, A., & Murata, A. (Eds.). (2011). Lesson Study Research and Practice in Mathematics Education. London: Springer. https://doi.org/10.1007/978-90-481-9941-9
Johnson, K. (2006). The Sociocultural Turn and Its Challenges for Second Language Teacher Education. Tesol Quarterly, 235-257. https://doi.org/10.2307/40264518
Landis, J. R., & Koch, G. G. (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 159-174. https://doi.org/10.2307/2529310
Leavy, A. M., & Hourigan, M. (2016). Using Lesson Study to Support Knowledge Development in Initial Teacher Education: Insights from Early Number Classrooms. Teaching and Teacher Education, 161-175. https://doi.org/10.1016/j.tate.2016.04.002
Lewis, C. (2009). What is the Nature of Knowledge Development in Lesson Study. Educational Action Research, 95-110. https://doi.org/10.1080/09650790802667477
Lewis, C., & Hurd, J. (2011). Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction. Portsmouth: Heinemann.
Lewis, C., & Perry, R. (2017). Lesson study to scale up research-based knowledge: A randomized, controlled trial of fractions learning. Journal for research in mathematics education, 48(3), 261-299. https://doi.org/10.5951/jresematheduc.48.3.0261
Lewis, C., Perry, R., & Hurd, J. (2009). Improving Mathematics Instruction through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12, 285-304. https://doi.org/10.1007/s10857-009-9102-7
Lomibao, L. (2016). Enhancing Mathematics Teachers' Quality through Lesson Study. Springer Plus, 1-13. https://doi.org/10.1186/s40064-016-3215-0
Malm, B. (2009). Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education. Journal of Education for Teaching, 77-91. https://doi.org/10.1080/02607470802587160
Murata, A. (2011). In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson Study Research and Practice in Mathematics Education. New York: Springer.
Murooka, K. (2007). Lesson Study in High Schools. M. Isoda, M. Stephens, Y. Ohara, & T. Miyakawa (Ed) içinde, Japanese Lesson Study in Mathematics: Its Impact, Diversity and Potential for Educational Improvement (s. 136-147). London: World Scientific Publishing. https://doi.org/10.1142/9789812707475_0027
Norwich, B., & Ylonen, A. (2015). How Lesson Study Helps Teachers of Pupils with Specific Needs or Difficulties. In P. Dudley (Ed.), Lesson Study: Professional Learning for Our Time. New York: Routledge.
Okan, Z. (2002). Learning to Teach English. From Practicum to First Year Teaching. Çukurova Üniversitesi Sosyal Bilimler Dergisi, 171-184.
Roberts, J. (1998). Language Teacher Education. London: Arnold.
Ruswick, B. (2015). What Does it Mean to be an American?: Training History Students and Prospective Teachers to See the Assumptions in their Textbooks. The History Teacher, 48(4), 667-692. http://www.jstor.org/stable/24810453
Scheiner, T. Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths. Educ Stud Math (2023). https://doi.org/10.1007/s10649-023-10235-y https://doi.org/10.1007/s10649-023-10235-y
Schipper, T. M., van der Lans, R. M., de Vries, S., Goei, S. L., & van Veen, K. (2020). Becoming a More Adaptive Teacher through Collaborating in Lesson Study? Examining the influence of Lesson Study on Teachers' Adaptive Teaching Practices in Mainstream Secondary Education. Teaching and Teacher Education, 1-13. https://doi.org/10.1016/j.tate.2019.102961
Sims, L., & Daniel, W. (2009). Lesson Study with Preservice Teachers: Lessons from Lessons. Teaching and Teacher Education, 724-733. https://doi.org/10.1016/j.tate.2008.10.005
Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. Zdm, 48(4), 513-526.
https://doi.org/10.1007/s11858-015-0752-x
Tang, S. Y., & Choi, P. L. (2004). The Development of Personal, Intercultural and Professional Competence in International Field Experience in Initial Teacher Education. Asia Pacific Education Review, 50-63. https://doi.org/10.1007/BF03026279
Villalon, J. J. (2016). Lesson Study: Its Influence on Planning, Instruction, and Self-Confidence of Pre-Service Mathematics Teachers. Us-China Education Review, 429-439.
Yin, K. R. (2014). Case Study Research Design and Methods, 5th ed., Sage, London
Wubbels, T. (2011). An international perspective on classroom management: what should prospective teachers learn?, Teaching Education, 22:2, 113-131, DOI: 10.1080/10476210.2011.567838https://doi.org/10.1080/10476210.2011.567838
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 GIST – Education and Learning Research Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
