THE POTENTIAL OF LESSON STUDY AND SELF-EFFICACY TO ENHANCE TEACHER PROFESSIONAL DEVELOPMENT: a systematic literature review

Abstract

Empirical evidence suggests that collaborative contexts have an impact on teacher self-efficacy. Lesson Study (LS), known as a professional development model that fosters collaboration and inquiry-based features, could foster a positive effect on self-efficacy. However, our knowledge about how these conceptual frameworks correlate is limited. In order to shed light on the theme, a systematic literature review was conducted to investigate the relationship between LS and self-efficacy to improve teaching and learning. Four international databases were consulted (Web of Science, SCOPUS, ERIC and SciELO), and a total of eight studies met the inclusion criteria. The search was conducted in April, 2022 using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement checklist. The identified studies were qualitatively synthesized. The results provided striking evidence that LS has the potential to foster collaboration, improved teacher content knowledge, enhance outcome expectancies and increase teachers´ self-efficacy, which, in turn, is a predictor of student academic achievement. On the other hand, it was revealed that lack of time and resources may contribute to insufficient outcome. Few studies were retrieved through the search engine. Finally, suggestions were proposed for future research.