Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Özgehan Uştuk,İrem Çomoğlu

doi:10.7160/eriesj.2019.120202

Abstract

Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers’ needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language teachers are not involved as active decision makers regarding their own professional development practices, the outcomes may not be as desirable as policymakers plan. Considering the deficiencies of the current language teacher professional development practices in Turkey, this paper provides a systematic review of lesson study as a professional development model for language teachers which promotes agency and reflective practice. Comparing the current practice of lesson study in Turkey to the international practices reported in the literature, this review suggests that lesson study has potential to support teacher professional development in the country in alignment with the educational visions of decision makers. Given the empowering dimension of lesson study model both in terms of content and form, it can be adopted as a model for effective and sustainable language teacher professional development.

Highlights

Evolving demands and innovations in language learning and teaching have made career-long professional development of teachers an essential element for a sustainable language education policy
Drawing on lesson study model, they analyzed qualitative data from teachers working in second and third-grade classrooms composed of learners with linguistically diverse backgrounds in the USA context
Nami, Marandi, and Sotoudehnama (2016) authored an article investigating the professional development of English as a foreign language (EFL) teachers in Computer-assisted language learning (CALL) practices within the lesson study model in Iran

Summary

Introduction

Evolving demands and innovations in language learning and teaching have made career-long professional development of teachers an essential element for a sustainable language education policy. Khong and Saito (2014) put forward strong criticism with regard to conventional professional development practices. They problematized that such practices do not respond to the actual requisites of teaching and learning ecologies. They are one-off events and limited to a couple of days, which results in a minor or no influence on language teachers’ beliefs and teaching philosophies. The problems with regard to professional development for foreign language teachers, who teach English as an additional language to students’ native language(s) in ERIES Journal volume 12 issue 2

Objectives

Methods

Results

Discussion

Conclusion