@article{article_263898, title={A Method in Japanese Teacher Education: Lesson Study}, journal={OPUS International Journal of Society Researches}, volume={6}, pages={521–538}, year={2016}, author={Gözel, Emine and Erdem, Ali Rıza}, keywords={Teacher education,lesson study model,professional development,research,collaboration}, abstract={<p>Teachers have an important mission when we regard them as the predominant element of education, since teachers’ ability in teaching process is significant beside their subject knowledge. In this par-ticular, japan has developed a new model in teacher education. ThisJapan-origin professional devel-opment model is known as “lesson Study” in the world, and translated into Turkish as “Ders İmecesi”. Lesson study model is applied at pre-service and in-service training since 1960s in order to underpin teachers’ professional development at Japanese schools. The starting point of Lesson study is primary schools, and it depends on planning and applying a research course; criticize thecourse at the end of it by a group of in/pre-serviceteachers gathered.“Lesson Study” teachers work collaborativelyin small groups at planning, teaching, observing, analyzing, organizing levels of in-dividual courses named “Research Courses”.Nearly all the teachers in Japan take place as active par-ticipantsin “Lesson Study” team, in the course of a school year. In addition to this, they observe the “Research Courses” at regular intervals in either their schools or other schools, which apply “Lesson Study” model. “Research Courses” are published and seminars are held about them across the coun-try. In this sense, “Lesson Study”, in essence, is a wide base system directed by the teacher, and aims to develop “teaching and learning”. “Lesson Study” is an appropriate model for improving teachers’ qualifications in both pre-service and in-service education; because the model sets teachers at the center of the application. It is thought that the experiences gained by both pre-service and in-service teachers will contribute positively to their forming knowledge, developing teaching, personal improvement, and affect students’ success, as well. In brief, in this study, it is aimed to introduce hy-pothetically the “Lesson Study” model that support in-service and pre-service teachers’ professional development. <br /> </p>}, number={11}, publisher={İdeal Kent Yayınları}