EFL Lecturers’ Perception on the Use of Lesson Study in Improving Pedagogical Content Knowledge

Abstract

Lesson Study (LS) assists teachers and lecturers to improve their professionalism
 within the idea of collaborative work through collegiality. Not all lecturers have enough
 competencies dealing with pedagogical content knowledge. Nevertheless, some of
 them seem to be reluctant to get involved in the program. This study aims to explore
 lecturers’ perception on the use of LS process in improving pedagogical content
 knowledge. It employs a qualitative method by applying descriptive study as its
 framework. Three EFL lecturers who teach at one of the state universities in Bandung
 who previously experienced LS process were being respondents in the study. The
 data were obtained from open-ended and close-ended questionnaire focusing on two
 themes, the steps and processes of the LS cycle and its effectiveness in improving
 pedagogical skill in teaching EFL. The result of the study revealed that the lecturers
 had a positive perception on using LS in improving pedagogical content knowledge in
 teaching EFL. However, time management of conducting the discussion still became
 the main problem in the program. The findings above suggest that the lecturers should
 have more desire and enthusiasm in conducting LS in order to promote their teaching
 and to help them get the characteristics of effective professional developments in their
 work.