Lesson Study Practice Research Articles

Charting the Professional Development Journey of Irish Primary Teachers as They Engage in Lesson Study

This paper focuses on the perceptions of Irish primary teachers about Lesson Study as a professional development model. To further our understanding of the characteristics of Lesson Study and its compatibility with the Irish educational context, the opinions of primary teachers are fundamental. Within this study, 19 primary teachers across eight urban schools engaged in Lesson Study for the first time, working within four grade-level Lesson Study groups. The findings suggest that while primary teachers were newcomers to Lesson Study, they were eager to engage and welcomed many of its characteristics. Notably, they valued the focus on collaboration and particular Lesson Study practices. Teachers’ engagement was hampered by the barrier of time. The paper explores additional adaptations to the Lesson Study approach that participants perceived would develop a more realistic and sustainable Lesson Study model within their particular educational context.

Efektivitas Model Project-Based Learning dalam Meningkatkan Kemampuan Literasi Numerasi Siswa melalui Praktik Lesson Study di Sekolah

Numerical literacy is an important ability for students to have in facing the challenges of dynamic educational development in the Merdeka Curriculum. The purpose of this study was to determine the effectiveness of the Project-Based Learning (PjBL) model in improving students' numeracy literacy skills through Lesson Study Practices in schools. The subjects of this research were Class 5A students at SD Negeri 35 Ampenan. The research method used is descriptive-quantitative with steps including 1) problem identification, 2) reviewing literature related to the PjBL model and numeracy literacy skills, 3) collecting and analyzing data, and 4) drawing conclusions. The instruments used in this research were implementation sheets of PjBL, student worksheets, and numerical literacy tests. The results of this study indicate that the Project Based Learning (PjBL) model is effective in increasing students' numeracy literacy skills through Lesson Study Practices. Therefore, the PjBL model can be used as a learning alternative that can develop students' literacy and numeracy skills.

Impact of Lesson Study Practice on the Teaching Practices of Teachers in a Schools-District of Quirino, Philippines

Impact of Lesson Study Practice on the Teaching Practices of Teachers in a Schools-District of Quirino, Philippines

Skill-based problems from the perspective of pre-service mathematics teachers: A lesson study practice

Skill-based problems from the perspective of pre-service mathematics teachers: A lesson study practice

Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

PurposeThe present qualitative paper examined the changes in students' motivation before and after lesson study for learning community implementation at a primary school in Singapore.Design/methodology/approachStudent focus group discussions (FGDs) were conducted with six students from each of the classes involved in the research lessons. Students were asked specific questions relating to the research lessons and teachers.FindingsFindings suggest that there are some changes in students' perception of classroom climate and their motivation to learn after the implementation of lesson study for learning community. Together with self-determination theory, lesson study for learning community may be viewed as a social and collaborative model as well as a supportive learning climate, promoting students' adaptive outcomes and needs satisfaction.Research limitations/implicationsTeachers need to be provided support to plan their lessons and to become familiar with the lesson study for learning community approach. There is also a major challenge of teacher “buy-in” whether they would undertake the practice of lesson study for learning community voluntarily.Originality/valueThis study provides evidence of the existence of an approach via listening pedagogy for the teaching of listening that focuses on students' motivation to listen and learn in class.

Teachers’ Knowledge in the Practice of Lesson Study and its Challenges

Lesson study is one of the approaches in the Professional Learning Community (PLC) that can improve teacher professionalism as well as student’s learning and performances, but teachers at the same time face various challenges in making this approach a success. Therefore, the level of knowledge of teachers in lesson study and the challenges faced are questioned. This study was conducted to identify the level of knowledge and challenges of teachers in lesson study through a questionnaire distributed to 32 respondents. The findings of this study show that there is a high level of knowledge of teachers about lesson study as well as a low level in the challenge of teachers to implement the lesson study. The biggest challenges faced by teachers are in terms of time carrying out the learning studies, as well as challenges in terms of collaboration between group members. This study can help to contribute to Professional Learning Community (PLC) activities to be improved and increase the progress of education in Malaysia on par with the other developed countries.

Lesson Study Model versus Traditional Methods of Teaching: Effects on Prospective Teachers’ Instructional Practices and Students’ Achievement

This study aimed to compare the Prospective Teachers’ (PTs) instructional practices and students’ academic performances based on the practice of Lesson Study (LS) model and traditional methods of teaching. This study also evaluated the effectiveness of LS model in improving PTs’ instructional practices and students’ academic performance. It was a quantitative study and a post-test-only control group design was utilized in this research. 19 Prospective Teachers (PTs) of the BS (Hons) education program and 2576 students of 6th and 7th grade (1288+1288) constituted the population of the study. A stratified sampling technique was used to select 4 institutions. A simple random sampling technique was used to select 4 sections (of grades 6th and 7th) and the total number of students in these sections was 134. The purposive sampling technique was used to select eight PTs for the experimental group (4+4) and two PTs for the control group (1+1) keeping in view the similarity of subject and class. Major data collection tools were observation sheets and class tests. The data collection process was based on the duration of 10 weeks. For data analysis, mean scores, values of t-test, and hedges g formula were calculated. Results of the study showed a significant difference in the instructional practices of teachers and the academic performance of students based on utilizing the LS model and traditional ways of teaching. It was recommended that initiatives may be taken by teacher educators and schools administrators to practice the LS model during the training of PTs.

A university-school partnership in Lesson Study Implementation: Effects on Students' Grammatical and Speaking Skills and Stakeholders' Perceptions

This study investigates the effects of the Lesson Study approach on Indonesian junior high school students' grammar and speaking skills and the stakeholders' perceptions of the approach's usefulness. It involved 90 students, three teachers of Junior High School and two university lecturers in Indonesia. The study employed a quasi-experimental study and a survey. In the quasi-experimental study, the students were assigned into two groups: experimental and control. The experimental groups were exposed to the instruction guided by the Lesson Study approach, while the control group was taught using conventional approach. The treatment was conducted in eight sessions, including the pre-test and post-test. The effect of the treatment on the students’ grammar knowledge and speaking skills were measured by a quantitative analysis of their scores in the pre-test and post-test. The survey was conducted to examine the perceptions of the practice of Lesson Study as voiced by the students, teachers and lecturers involved. To obtain the data, student questionnaire and interview, and teacher self-reflection were used. The results of the study revealed that the Lesson study practice effectively enhanced the students' grammar and speaking skills. Additionally, the students, teachers, and teacher educators perceived the Lesson Study approach was valuable, although the teachers faced some challenges in practicing the Lesson study approach. 
 Keywords: lesson study impact; stakeholders' perceptions, EFL context, Indonesia

One step further: advancing lesson study practice through collaborative inquiry school-university partnerships

ABSTRACT This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme’s structure and its school-university collaborative inquiry partnership model developed to build a sustainable platform where practices and research are integrated as teachers inquire about school-based issues. The impact of the programme and its lesson study approach is then assessed by qualitatively analysing the longitudinal reflection reports written by three graduate students enrolled as: new entrant teachers, in-service teachers, and school leaders. This study concludes by highlighting that the Fukui PGP brings a more significant commitment to HEI and the BoE and extends the application of lesson study for school changes and reforms. Internationally, it demonstrates a new systematic structure that works in institutional environments and settings where lesson study is practised to make changes in the organization. It fosters a more meaningful and critical lens to the traditional practice of lesson study.

Lesson Study for Learning Community to Support Creative Teachers in Designing Quality Learning: Lesson Study Practices on Bawean Island, Gresik Regency

This study aims to describe the implementation of LSLC (Lesson Study for Learning Community) which was carried out on a remote island. The subjects in this study were 29 teachers of MTs (Madrasah Tsanawiyah) and MA (Madrasah Aliyah) Penaber on the island of Bawean Gresik. To find out the impact of LSLC on increasing teacher creativity in developing quality learning tools, an LSLC product analysis was carried out in the form of chapters and lesson designs. Quantitative data from the pre-test and post-test results are also used as a comparison of the impact of increasing teacher understanding of the LSLC principle. Based on this study, it was found that LSLC activities were able to increase teacher creativity in designing quality learning. Learning that focuses on efforts to solve student problems in learning. Learning that emphasizes how learning can grow students' abilities in critical thinking, creative, collaborative and communication. During the implementation of LSLC, it also has an impact on increasing the positive attitude of teachers as well as communication and collaboration skills. The quantitative data analysis also shows that during the implementation of the LSLC there is an influence on the teacher's understanding of the LSLC principles.

LESSON STUDY IN HIGH SCHOOLS IN EA H'LEO DISTRICT, DAK LAK PROVINCE WITHIN THE CONTEXT OF EDUCATIONAL INNOVATION: THE RELATIONSHIP WITH TEACHERS' PROFESSIONAL DEVELOPMENT

Lesson study is a model of teacher training which has been widely applied in high schools in recent years. This study aimed to investigate the practice of lesson study and its role to teachers’ professional development in meeting the requirements of educational innovation. A survey was conducted with a group of 217 high school managers and teachers in Ea H'Leo district, Dak Lak province. The research methods in use were questionnaires and interviews. The findings revealed that lesson study, in general, was implemented effectively in high schools in Ea H'Leo district, Dak Lak. The requirements in each step were basically well-met. However, there still existed some elements of traditional professional activities in the current practice of lesson study. The research results also showed the positive impact of lesson study on high school teachers’ professional development. The findings lead to the fact that high schools need to promote the implementation of lesson study and ensure the conditions required for conductinglesson study.

After the Race to the Top: State and District Capacity to Sustain Professional Development Innovation in Florida

The Race to the Top (RTTT) program incentivized states to use innovation for systemwide improvement of student outcomes, but little is known about how RTTT-funded innovation was sustained after the RTTT program ended. This mixed-methods study examined state and district approaches to sustaining an international innovation called lesson study, a teacher-driven, collaborative, inquiry-based teacher learning process imported from Japan and promoted statewide in Florida. While the state’s role in sustaining lesson study was limited, we found that districts that integrated lesson study into the district instructional system through a clear expectation and strategic adaptation, supported school and teacher ownership of lesson study practice, and provided necessary support and funding were more likely to sustain lesson study. In contrast, the districts that focused on implementation fidelity and district-led facilitation eventually phased out lesson study. Policy implications for sustaining federally funded professional development innovations are discussed.

Examining the Professional Development Processes of Pre-service English Teachers in Turkey

The aim of this study is to reveal the development of the professional knowledge and competencies of pre-service English teachers through the practice of lesson study. The action research method, one of the qualitative research methods, was used in this research. Action plans are prepared in two cycles. Accordingly, each lesson plan represents action research and two cycles. The study group of the research consisted of two pre-service English teachers from among fourth-year students studying in the English language teaching department of a public university and taking teaching practice courses. In the research, interview, observation, reflective daily form, student evaluation form and the letter about the process were used as data collection tool. At the end of the research, it was concluded that the lesson study method improved pre-service teachers’ student-centered methods and technique usage skills and positively affected the pre-service teachers’ views of the teaching profession and developed their beliefs about being successful teachers.

Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking

Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers’ self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers’ self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers’ self-efficacy also positively affected the freedom of students’ mathematical thinking.

Effect of the Lesson Study Practice on Students' Academic Achievements in Life Sciences Course

The aim of this research is to examine the effect of the lesson study practice on the academic achievements of primary school students in the Life Sciences Course. The study was performed with quantitative research method by using a quasi-experimental design, namely, the pretest-posttest control group design. The research was conducted with the participation of six primary school teachers and 167 third-year students who were enrolled at six different sections in two different primary schools at the center of Agri province of Turkey. The participants were selected through purposive sampling method. As the data collection tool, the academic achievement test which was prepared by the researchers was utilized. The practice of the lesson study took seven weeks and was performed in the context of achievements referred to in the Life Sciences Course Instruction Program in relation to ‘Life at Our Home’ unit. At the primary school with relatively low socio-economic and academic achievement levels, there was an increase in the academic achievements of the experimental groups in association with the practice of lesson study whereas there was no statistically significant difference in the control group. At the primary school with relatively high academic achievement and socio-economic levels, there was a statistically significant increase in the academic achievements of both the experimental groups and control group. Upon the analysis of research findings, it was found that there was a significant improvement in students’ academic achievements in association with the practice of lesson study practice particularly at schools with low level of academic achievements.

Pendampingan Implementasi Pembelajaran Guided Discovery Melalui Lesson Study for Learning Community (LSLC) untuk Peningkatan Kemampuan Berpikir Kritis Kimia Siswa SMA Zonasi Narmada Kabupaten Lombok Barat

The implementation of the learning process is always oriented towards the mastery of competence by students. One of the important competencies possessed by students is high order thinking skills (HOTS). Based on the results of observations in several high schools in the Narmada zoning, West Lombok district, it was obtained: (1) The ability of student’s critical thinking in chemistry on average was still low; (2) Students do not have the opportunity to develop the potential for critical thinking skills in learning due to the use of unsuitable learning models; (3) The ability of teachers to apply learning models that can improve students' critical thinking skills is still low; and (4) Teachers carry out learning individually so that it is difficult to evaluate the learning process as a result of continuous improvement of learning difficult to implement. The solution offered in this community service activity is in the form of teacher assistance in implementing zoning-based of lesson study for learning communities (LSLC) to improve students' critical thinking skills in chemistry. The targets of this community service activity are teachers of chemistry subjects from SMA Negeri 1 Narmada, SMA Negeri 2 Narmada, SMA Negeri 1 Lingsar, and SMA NW Narmada. This activity was carried out with a training approach, learning practice, and reflection. This activity was carried out in two stages: the first stage is socialization and workshop about LSLC, then in the second stage the lesson study (LS) practice. The results achieved from this activity are: (1) Students' critical thinking skills in chemistry subjects need to be continuously improved through various learning innovations, one of which is by implementing guided discovery learning; (2) Increased understanding of teachers regarding the principles, benefits, and scope of the lesson study and LSLC appropriately; and (3) The increased enthusiasm of teachers to implement lesson study-based learning improvements which consist of planning stages (plan), implementation of learning and observation (do), and reflection (see), and re-design.

MENJAWAB KESENJANGAN TEORI DAN PRAKTIK: PEMBELAJARAN PEDAGOGIK CALON GURU MELALUI LESSON STUDY

Pedagogic skills are not obtained instantly by prospective teachers if they only study learning theories. The facts in the microteaching class, although they have understood constructivism theory, they find it difficulty to initiate constructive learning instruction. Through Lesson Study practice, collaboration between teachers and prospective teachers in lesson planning is expected to raise a focus on important points in each stage of learning (pedagogic skills). The comments of prospective teachers are recorded, analysis of field notes, and also see phase with reflection are documented. Student prospective teachers self-assessment data on planning, observation, and reflection skills as supporting as quantitative data. The result is that prospective teachers reach the very good category in compiling a lesson plan, while the aspects of skills to observe and reflect on learning are in the medium and low categories. The implications of pedagogic learning through lesson study are discussed in this article. Kata Kunci :kolegialitas, lesson study, mahasiswa calon guru, rencana pembelajaran.

Lesson study as a basis for mathematical practice at the university level

The aim of this paper is to present the importance of the teaching practice of the future professor of mathematics in a Colombian public university, through the application of the Japanese methodology of lesson study. This methodology is proposed as a set of skills and daily practices that the future professor of physics or mathematics must develop for the preparation of the class as proposed in the paper. Among the main results that the research found is the importance of the practice of lesson study for the teaching of science in general, with emphasis on physics and mathematics, although this methodology can also be applied to the human sciences. On the other hand, the research recognizes that the use of this method should be assumed as part of the process of formation of the student of mathematics, physics or any discipline that requires preparation of the classes for the teaching process. It contributes to the professional profile of the future teacher in terms of quality and professionalism of the teaching work. Thus, it can be concluded that, the teaching of mathematics from this approach is a positive resource in the training of the teacher of mathematics, or any discipline such as physics that wants to implement it, because, it is being reflected in the didactic work that mathematics, or any science wants to exercise in the pedagogical and didactic process of the classroom through the teaching practice and, later on, in the professional work of each probationer.

Developing Teaching Instructions through the Practice of Lesson Study in Teaching Passive Voice

Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context.
 Keywords: Teaching Instructions, Lesson Study, Passive Voice

Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education

ABSTRACT There are practical questions about how inclusive schools can enable quality teaching and teachers’ professional development that are relevant to students with special educational needs (SEN). In moves towards inclusive education, teachers are confronted with issues about their knowledge, skills and perceived efficacy to adopt inclusive teaching approaches. Based on an explicit approach to inclusive teaching, this paper illustrates how Lesson Study (LS) and Lesson Study related professional development practices embody the values of inclusive teaching and reflective practice. Peer-reviewed academic papers about LS and LS related practices were reviewed. This found that these practices were predominantly used in continuing professional development and evaluated with a focus on their contexts, processes and outcomes in ordinary and specialist settings. The extent to which LS and LS related practices have been evaluated in these settings with different kinds of SEN is also examined. Based on this review increased use and evaluation of lesson study and lesson study related practices are recommended.