Abstract
Despite studies on the lesson study experiences of English teachers have increased in Turkey in recent years, there is a need for further studies on how to integrate the model into the context. In this study, the qualitative research on the lesson study conducted with English teachers in Turkey was examined, and it was aimed to reach a synthesis to ensure the proliferation of the model. The common databases were searched with keywords, and specific inclusion criteria were used. Selected studies were scored with a checklist to be evaluated in terms of quality, and eight studies (six articles and two doctoral dissertations) that received the required score were included in the research. In the analysis, the steps of developing the first and second-order themes, interpreting, and synthesizing were followed. The common findings in the studies show that the lesson study provides significant contributions to English teachers despite the difficulties in the process. The synthesis includes the initiatives at the individual and institutional dimensions. It is concluded that the pedagogical design capacity and collaboration skills of English teachers should be strengthened at the individual dimension while administrator, mentor / facilitator support should be provided, and policy changes should be made in teacher education at the institutional dimension. We also recommended examining how the model can be adapted to Turkey's cultural-educational context, teacher autonomy, and identity.
Highlights
Lesson study, originating in Japan, is one of the professional development (PD) models providing job-embedded and active involvement for teachers, and it has recently gained popularity in many countries
This study aims to produce a synthesis to proliferate the model by examining the studies on lesson study used as a PD of English language teachers in Turkey
Meta-synthesis is defined as the synthesis of findings in qualitative research reports related to a particular topic or focuses for reaching a new or improved understanding of the phenomenon under study (Paterson, 2012; Sandelowski & Barroso, 2007; Thorne, Jensen, Kearney, Noblit, & Sandelowski, 2004)
Summary
Lesson study, originating in Japan, is one of the professional development (PD) models providing job-embedded and active involvement for teachers, and it has recently gained popularity in many countries. Based on Vygotsky's (1978) Sociocultural Theory, lesson study entails teachers working together with their colleagues to seek solutions to educational problems (Shabani, 2016). In this process, teachers collaboratively design instruction, implement, observe, discuss lessons, and give feedback to make lessons more effective (Dudley, 2015; Lewis, 2000; Lewis, Perry, & Hurd, 2009). In the observation phase, which is the essence of lesson study (Doig & Groves, 2011), teachers record what students say, how they use the materials, and where they have difficulties (Lewis, Perry, & Hurd, 2004). While the discussions usually involve the lecturers’ and observing teachers’ meetings, an outside educator or researcher may attend these meetings (Lewis, 2000)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
