Abstract
Lesson study approach is widely used in various countries todevelop teachers’ pedagogical and instructional knowledge. The purpose of thisstudy is to explore how Kazakhstani EFL teachers perceive the effectiveness ofLesson Study implemented through an interdisciplinary approach. Five EFLteachers from a secondary rural school who were the members of theinterdisciplinary group of the Lesson Study participated in semi-structuredinterviews. The respondents indicated that the Lesson Study through theinterdisciplinary approach had significantly improved their pedagogical andinstructional knowledge. However, they also indicated that they experiencedsome challenges in the process, such as time consumption, observation of casestudents, and support from the administration of school.
Published Version
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