Abstract
Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.
Highlights
In Myanmar, educational reforms have been conducted as a national priority since 2011
All teacher educators from Education College (EC) are already familiar with the term “Lesson Study” through previous LS training courses
This study found that some teacher educators completely understand that the stages of the LS process are planning, implementing and reflecting, while in the perception of some of the participants, LS is limited to lesson planning only
Summary
In Myanmar, educational reforms have been conducted as a national priority since 2011. According to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. LS, as a professional development or professional learning tool for teachers, has positive impacts: improvement in teachers’ attitudes to and enjoyment of professional learning, teacher confidence, subject knowledge and pedagogical content knowledge (Seleznyov, 2018). It makes some shifts in the school’s professional development model or professional learning culture and results in improvement in teachers’ use of new knowledge and skills. This study aims to explore the extent to which teacher educators have LS knowledge and experiences and its findings offer some recommendations in order to effectively integrate LS into new pre-service teacher education
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