Abstract
Lesson study (LS), as a model for improving teaching and learning, has tremendous merits for both teachers and students during learning-teaching procedures. Thus, this study can serve in developing an awareness of the pre-service teachers' educators (PSTEs) toward LS as a collaborative professional development model. This study, therefore, aimed to explore the perception of participants who were selected purposively (i.e. using a purposive sample) from the PSTEs at faculty of education-Amran university, Yemen, about LS and its implementation (LSIs). To this end, an open-ended interview was conducted with six interviewees, participants mentioned above, in the second semester of the academic year (2017/2018s). The most important result of this study was that all of the PSTEs participated in this study were not aware about the LS and LSIs, too. Based on the study's results, some recommendations were recommended.
Highlights
LS is being started firstly in Japan for over a century (Lewis et al, 2009; Makinae, 2010; Doig & Groves, 2011; Pella, 2011; Saito, 2012; Fujii, 2014; Hubbard, 2018; Coenders & Verhoef, 2018)
Reviewing literature that deals with LS indicates that LS effectively plays a vital role in teacher professional development programs and used successfully in pre-service teachers preparation programs (Verhoef et al 2015; Nami et al 2016; Cajkler and Wood 2016; Leavy & Hourigan 2016; Zeha & Duygu, 2017; Angelini & Álvarez, 2018)
One more thing distinguishes the 6-steps model from the others models is that 6-steps lesson study model (LSM) shows that both student and teacher are the center of the teachinglearning and research processes of this model
Summary
LS is being started firstly in Japan for over a century (Lewis et al, 2009; Makinae, 2010; Doig & Groves, 2011; Pella, 2011; Saito, 2012; Fujii, 2014; Hubbard, 2018; Coenders & Verhoef, 2018). Due to the idea of teaching and learning, LS seems as cultural activities that is widely spread (Stigler and Hiebert, 1999) It has increasingly widespread and taken attention from educators over the world, e.g. USA, UK, South-East Asia, South America, South Africa, Australia, China, etc., (Department for Children, Schools and Families, 2008; White & Lim, 2008; Yang, 2009; Ono, 2010; Doig & Groves, 2011; Xu, & Pedder, 2015; Mynott, 2017; Hubbard, 2018). It (i.e. LS) defined as a "structured process where teachers work together to formulate solutions to challenges they encounter in relation to teaching and learning." (Maths Development Team, 2017: 3). LS is a process, which helps staff of school, mainly teachers, to develop and improve the quality of teaching and learning via innovating a new practices in teaching and learning
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