Abstract
<p style="text-align:justify">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>
Highlights
Professional activity is a familiar term to every teacher because it is a regular activity of the school
There are many ways to split the stages of a Lesson Study model, but in this study, the authors have divided the process into four Lesson Study steps, following the prior study of C
These four steps are more applicable within the learning environment in Vietnam: To test the effectiveness of the research approach, using the table of criteria in Table 1 and Table determining the capability for applying the Lesson Study model to develop make and implement lesson plans for young Chemistry teachers at high schools in 5 northern mountainous provinces
Summary
Professional activity is a familiar term to every teacher because it is a regular activity of the school. This is one of the fostering teaching methods to improve the professional ability of teachers, resulting in the development of educational quality for students in general (Lee, 2008). The guidance on content preparation for professional development activities is superficial and not convincing, so it does not attract the focus of teachers. The subject content taught to students is limited, and does not go sufficiently deep into tackling the major problem of profession and pedagogy, which can help to remove the difficulty for teachers; plus, new and arduous issues are not discussed. To integrate professional development and teaching capability for teachers effectively and firmly, the authors see the professional development activities according to a devised Lesson Study model (Schipper et al, 2020; Yildiz, 2017)
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