IMPACT OF JAPANESE LESSON STUDY IN TEACHERS’ CONTENT KNOWLEDGE AS A NEW MODEL FOR TEACHERS’ DEVELOPMENT IN SAUDI ARABIA

Maged Almadi

doi:10.46827/ejes.v7i6.3145

Abstract

<p>School-based professional development is an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school. Lesson Study (LS) is one of the models of school-based professional development. It is a professional learning method that is based on collaboration amongst teachers, in order to improve their professional development and students’ outcomes. The Saudi Ministry of Education, since 2015, started a pilot project that utilized the LS in certain Saudi schools in different regions to meet professional learning needs. The purpose of this study is to understand the impact of LS as a model adopted for the professional development of teachers by Primary Schools in Riyadh region in Saudi Arabia. The study utilised a quantitative research method based on an online survey to collect data from four selected elementary schools in the Riyadh region. SPSS software was used to analyse the questionnaire responses. Overall, the results for this study identified that LS serves as an effective tool for teachers’ professional development and that most of the teachers have positive perception towards using the LS model as a tool for improving teachers’ content knowledge.</p>

Highlights

This paper focuses on how the use of Lesson Study (LS) as a school-based professional development strategy for teachers in the KSA helps in developing their content knowledge
The questionnaire was developed by the researcher to a sample size of 50 participants consisting of teachers and principals of primary schools who have used and are still using the LS model
The eligibility criteria was basically being a teacher or principals of the selected primary schools who was willing to participate in the project from start to finish

Summary

Introduction

Maged Almadi IMPACT OF JAPANESE LESSON STUDY IN TEACHERS’ CONTENT KNOWLEDGE. AS A NEW MODEL FOR TEACHERS’ DEVELOPMENT IN SAUDI ARABIA professional learning for teachers globally (Warwick, et al, 2016). The model is currently implemented in a number of countries including: Singapore, China, Hong Kong, Indonesia, UK, Sweden, Norway, Spain, and the US based on its envisaged benefits. This paper is part of a bigger project that seeks to explore perceptions of teachers and principals of selected schools in the Kingdom of Saudi Arabia (hereafter, KSA) about using LS as a model of professional development. This paper focuses on how the use of LS as a school-based professional development strategy for teachers in the KSA helps in developing their content knowledge (hereafter, CK)

Objectives

Methods

Results