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Recommendations of Participating Teachers on the Application of Lesson Study in Turkey

Year 2016, Volume 0, Issue 9, 101 - 122, 25.01.2016

Abstract

Japanese lesson study model is not only an effective professional development model which bases teachers’ professional development on school based collaboration, enables lesson planning in a constructivist way, focuses on improving thinking and accelerating worldwide in the last decade with the need of reforms in both nations’ curriculum and educational systems but also an approach that constructs decentralization in education. Education is not just following a series of theoretical steps but it is a cultural phenomenon. Efforts to reform teaching can easily become swallowed up by the teaching culture and unless they deliberately address the underlying culture new ideas tend to be modified to fit within the pre-existing system. In this respect the aim of this study is to construct a base for lesson study with the recommendations of the participating teachers who joined a lesson study cycle to eliminate the problems that may be caused by the current teaching culture against lesson study and to determine the barriers related with the current education system.  The data of the research was gathered via semi structured interviews from thirteen volunteer English language teachers of four schools determined by stratified random sampling method. Schools where the children of families with low, middle and upper incomes were selected from central districts of Kayseri in 2013-2014 school term. The data for the research was gathered from semi structured interviews with the participating teachers and semi structured group discussions. While the interviews were recorded using a recorder, the group discussions were videotaped and after all the recordings and the videotaped data were converted into written texts they were analysed by the researcher with the help of the Nvivo10 package program. In conclusion, it was determined that participating teachers had some problems about the seminar period, the current curriculum, the functioning of the coterie, inspection system, the lesson plans downloaded readily from internet, the application of the internship, the misapproach of the Ministry of Education towards teachers. According to the perceptions of the participating teachers, after the infrastructure problems solved lesson study will be effective in Turkish education system.

Keywords: lesson study, professional development, collaboration, coterie, inspection

References

  • Chen, X. &Yang, F. (2013). Chinese teachers’ reconstruction of the curriculum reform through lesson study. International Journal for Lesson and Learning Studies, 2 (3), 218-219.
  • Chichibu, T. & Kihara, T. (2013). How Japanese schools build a professional learning community by lesson study. International Journal for Lessonand Learning Studies, 2 (1), 12-25.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, USA.
  • Delandshere, G. & Petrosky, A. (2004). Political rationales and ideological stances of the standards-based reform of teacher education in the USA. Teaching and Teacher Education, 20, 1–15
  • Dudley, P. (2012). Lesson study development in England: From school networks to national policy. International Journal for Lesson and Learning Studies, 1 (1), 85-100. Emerald. Group Publishing Limited 2046-8253 DOI 10. 1108/20468251211179722
  • Gero, G. (2015). The prospects of lesson study in the US the teacher support and comfort within a discrict culture of control. International Journal of Lesson and Learning Studies, 4 (1), 7–22. Emerald Group Publishing Limited 2046-8253 DOI 10.1108/IJLLS-02 2014-0007.
  • Henson, K. T. (1995). Curriculum development for education reform. Addison - Wesley Educational Publisher. USA.
  • Karadimitriou, K., Rekalidou, G., & Moumoulidou, M. (2014). The Practicum in Pre-service Teachers’s Education in Greece: The Case of Lesson Study. Procedia - Social and Behavioral Sciences, 152, 808–812. Elsevier Ltd. http://creativecommons.org/licenses/by-nc-nd/3.0/
  • Küçük, M., Ayvacı, H. Ş. & Altıntaş, A. (2004). Zümre öğretmenler kurulu toplantı kararlarının eğitim ve öğretim uygulamaları üzerindeki yansımaları. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 June. İnönü University, Malatya.
  • Lewis, C., Perry, R. & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35 (3), 3-14.
  • Lewis, C. & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. J. Educational Policy, 12 (5), 313–331.
  • Lewis, C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, Winter, 12–17, 50–52.
  • Linn, M.C., Lewis, C., Tsuchida, I. & Songer, N. B. (2000). Beyond fourth-grade science: Why do US and Japanese students diverge? Educational Researcher, April, 4–14.
  • Marshall, C. & Rossman G. B. (2006). Designing qualitative research. Fourth Edition. Thousand Oaks, CA: Sage Publications.
  • Murata, A. & Takahashi, A. (2002). Proceedings of the annual meeting of the North American chapter of the international group for the psychology of mathematics education. 24th, Athens, GA, October 26-29, 1-4; see SE 066887.
  • Özen, R. (2004). Hizmet içi eğitim programlarında görev alan öğretim elemanlarının yeterliklerine ilişkin kursiyerlerin görüşleri. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 June. İnönü University, Malatya.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods. 3th Edition. Sage Publications. USA.
  • Plano Clark, V. L. & Creswell, J.W. (2008). The mixed methods reader. Thousand Oaks, CA: Sage Publications.
  • Posner, G. J. & Rudnitsky, A. N. (2001). Course design: A guide to curriculum development for teachers. Longman. USA.
  • Rakow, S. R. (2008). Standards-based v. standards-embedded curriculum: Not just semantics! Gifted Child Today, 31 (1), 44-49.
  • Trapero, N. P. (2013). Lesson study and practical thinking: A case study in Spain. International Journal of Lesson and Learning Studies, 2 (2), 115–136. Emerald Group Publishing Limited 2046-8253 DOI 10.1108/20468251311323379
  • Uçar, R. & İpek, C. (2006). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin MEB hizmetiçi eğitim uygulamalarına ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 34–53.
  • Wiggins, G. & McTighe, J. (2005). Understanding by design. (Expanded Second Edition). Alexandria, VA, USA.
  • Wiles, J. & Bondi, J. (2007). Curriculum development: A guide to practice. New Jersey. USA: Pearson Merrill Prentice Hall (Seventh Edition).
  • Yalın, İ. H. (2001). Hizmetiçi eğitim programlarının değerlendirilmesi. Milli Eğitim Dergisi, 150. http://yayim.meb.gov.tr/dergiler/150/yalin.htm
  • Yang, Y. & Ricks, T. E. (2012). How crucial incidents analysis support Chinese lesson study. International Journal for Lesson and Learning Studies, 1 (1), 41-48.

Sema Yüzbaşıoğlu ** Cem Babadoğan

Year 2016, Volume 0, Issue 9, 101 - 122, 25.01.2016

Abstract

Japon ders araştırması modeli, öğretmenlerin mesleki gelişimlerini okul temelli mesleki işbirliğine dayandırarak, yapılandırmacı bir yaklaşımla derslerin planlandığı, odağı düşünmeyi geliştirmek olan, dünya çapında son yıllarda hızla yayılarak sadece eğitim programlarında değil eğitim sistemlerinde de ciddi reformlar gerektiren etkili bir model olmasının yanısıra eğitimin yerelleşmesine zemin hazırlayan bir yaklaşımdır. Öğretim sadece basit bir dizi işlem basamaklarından ziyade kültürel bir iştir. Öğretimle ilgili reform çabaları altta yatan kültüre yönelik olmadıkça yeni fikirler, mevcut sisteme uyacak şekilde modifiye edilir böylece, öğretim kültürü tarafından kolayca yutulabilir. Bu bağlamda bu çalışmanın amacı, ders araştırması modelinin Türkiye şartlarında uygulanmasında mevcut sistemden kaynaklı bariyerlerin belirlenerek, mevcut öğretim kültürü tarafından ders araştırması modeli uygulamasını sekteye uğratacak problemlerin giderilmesini sağlayacak önerilerle ders araştırması modeli için uygun bir zemin oluşturmaktır. Araştırma verileri, tabakalı rastgele örnekleme yöntemi kullanılarak seçilmiş olan dört okuldaki gönüllü katılımcı 7. Sınıf İngilizce derslerini yürüten on üç öğretmenin görüşlerinin yarı yapılandırılmış görüşme soruları ile elde edilmesi yöntemiyle toplanmıştır. Araştırma için okullar belirlenirken, düşük, orta ve üst sosyo ekonomik gelir düzeyine sahip ailelerin çocuklarının gittiği okulların seçilmesi amacıyla, tabakalı rastgele örnekleme yöntemi kullanılmış ve 2013–2014 eğitim öğretim döneminde Kayseri ili merkez ilçelerindeki dört ortaokul çalışma için seçilmiştir. Araştırmacı, araştırma verilerini toplamak için katılımcı öğretmenlerle birebir ve grup görüşmeleri yapmıştır. Birebir görüşmeler bir kayıt cihazı yardımıyla kaydedilirken, grup görüşmelerinin video kaydı alınmış ve sonrasında tüm görüşmeler yazılı metinlere dönüştürülerek NVivo10 paket programı yardımıyla araştırmacı tarafından çözümlenmiştir. Araştırma sonucunda, katılımcı öğretmenlerin seminer dönemleri, eğitim programı, zümrelerin işleyişi, müfettişlik sistemi, ders planlarının hazır bir şekilde internetten indirilmesi, stajyerlik uygulaması ve Milli Eğitim Bakanlığının öğretmenlere yaklaşımı konularında bazı sıkıntıları olduğu belirlenmiştir. Katılımcı öğretmenlerin görüşleri doğrultusunda, ders araştırması modelinin alt yapı sorunları halledildikten sonra Türkiye şartlarında uygulanması durumunda oldukça etkili olacağı sonucuna ulaşılmıştır

References

  • Chen, X. &Yang, F. (2013). Chinese teachers’ reconstruction of the curriculum reform through lesson study. International Journal for Lesson and Learning Studies, 2 (3), 218-219.
  • Chichibu, T. & Kihara, T. (2013). How Japanese schools build a professional learning community by lesson study. International Journal for Lessonand Learning Studies, 2 (1), 12-25.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications, USA.
  • Delandshere, G. & Petrosky, A. (2004). Political rationales and ideological stances of the standards-based reform of teacher education in the USA. Teaching and Teacher Education, 20, 1–15
  • Dudley, P. (2012). Lesson study development in England: From school networks to national policy. International Journal for Lesson and Learning Studies, 1 (1), 85-100. Emerald. Group Publishing Limited 2046-8253 DOI 10. 1108/20468251211179722
  • Gero, G. (2015). The prospects of lesson study in the US the teacher support and comfort within a discrict culture of control. International Journal of Lesson and Learning Studies, 4 (1), 7–22. Emerald Group Publishing Limited 2046-8253 DOI 10.1108/IJLLS-02 2014-0007.
  • Henson, K. T. (1995). Curriculum development for education reform. Addison - Wesley Educational Publisher. USA.
  • Karadimitriou, K., Rekalidou, G., & Moumoulidou, M. (2014). The Practicum in Pre-service Teachers’s Education in Greece: The Case of Lesson Study. Procedia - Social and Behavioral Sciences, 152, 808–812. Elsevier Ltd. http://creativecommons.org/licenses/by-nc-nd/3.0/
  • Küçük, M., Ayvacı, H. Ş. & Altıntaş, A. (2004). Zümre öğretmenler kurulu toplantı kararlarının eğitim ve öğretim uygulamaları üzerindeki yansımaları. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 June. İnönü University, Malatya.
  • Lewis, C., Perry, R. & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35 (3), 3-14.
  • Lewis, C. & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. J. Educational Policy, 12 (5), 313–331.
  • Lewis, C. & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, Winter, 12–17, 50–52.
  • Linn, M.C., Lewis, C., Tsuchida, I. & Songer, N. B. (2000). Beyond fourth-grade science: Why do US and Japanese students diverge? Educational Researcher, April, 4–14.
  • Marshall, C. & Rossman G. B. (2006). Designing qualitative research. Fourth Edition. Thousand Oaks, CA: Sage Publications.
  • Murata, A. & Takahashi, A. (2002). Proceedings of the annual meeting of the North American chapter of the international group for the psychology of mathematics education. 24th, Athens, GA, October 26-29, 1-4; see SE 066887.
  • Özen, R. (2004). Hizmet içi eğitim programlarında görev alan öğretim elemanlarının yeterliklerine ilişkin kursiyerlerin görüşleri. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 June. İnönü University, Malatya.
  • Patton, M.Q. (2002). Qualitative research & evaluation methods. 3th Edition. Sage Publications. USA.
  • Plano Clark, V. L. & Creswell, J.W. (2008). The mixed methods reader. Thousand Oaks, CA: Sage Publications.
  • Posner, G. J. & Rudnitsky, A. N. (2001). Course design: A guide to curriculum development for teachers. Longman. USA.
  • Rakow, S. R. (2008). Standards-based v. standards-embedded curriculum: Not just semantics! Gifted Child Today, 31 (1), 44-49.
  • Trapero, N. P. (2013). Lesson study and practical thinking: A case study in Spain. International Journal of Lesson and Learning Studies, 2 (2), 115–136. Emerald Group Publishing Limited 2046-8253 DOI 10.1108/20468251311323379
  • Uçar, R. & İpek, C. (2006). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin MEB hizmetiçi eğitim uygulamalarına ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 34–53.
  • Wiggins, G. & McTighe, J. (2005). Understanding by design. (Expanded Second Edition). Alexandria, VA, USA.
  • Wiles, J. & Bondi, J. (2007). Curriculum development: A guide to practice. New Jersey. USA: Pearson Merrill Prentice Hall (Seventh Edition).
  • Yalın, İ. H. (2001). Hizmetiçi eğitim programlarının değerlendirilmesi. Milli Eğitim Dergisi, 150. http://yayim.meb.gov.tr/dergiler/150/yalin.htm
  • Yang, Y. & Ricks, T. E. (2012). How crucial incidents analysis support Chinese lesson study. International Journal for Lesson and Learning Studies, 1 (1), 41-48.

Details

Primary Language English
Journal Section Makaleler
Authors

Sema Yüzbaşıoğlu This is me


Cem Babadoğan>

0000-0002-6796-5654

Publication Date January 25, 2016
Application Date February 20, 2016
Acceptance Date
Published in Issue Year 2016, Volume 0, Issue 9

Cite

Bibtex @ { jef196749, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2016}, volume = {0}, number = {9}, pages = {101 - 122}, title = {Recommendations of Participating Teachers on the Application of Lesson Study in Turkey}, key = {cite}, author = {Yüzbaşıoğlu, Sema and Babadoğan, Cem} }
APA Yüzbaşıoğlu, S. & Babadoğan, C. (2016). Recommendations of Participating Teachers on the Application of Lesson Study in Turkey . Journal of Education and Future , 0 (9) , 101-122 . Retrieved from https://dergipark.org.tr/en/pub/jef/issue/18642/196749
MLA Yüzbaşıoğlu, S. , Babadoğan, C. "Recommendations of Participating Teachers on the Application of Lesson Study in Turkey" . Journal of Education and Future 0 (2016 ): 101-122 <https://dergipark.org.tr/en/pub/jef/issue/18642/196749>
Chicago Yüzbaşıoğlu, S. , Babadoğan, C. "Recommendations of Participating Teachers on the Application of Lesson Study in Turkey". Journal of Education and Future 0 (2016 ): 101-122
RIS TY - JOUR T1 - Recommendations of Participating Teachers on the Application of Lesson Study in Turkey AU - SemaYüzbaşıoğlu, CemBabadoğan Y1 - 2016 PY - 2016 N1 - DO - T2 - Journal of Education and Future JF - Journal JO - JOR SP - 101 EP - 122 VL - 0 IS - 9 SN - 2146-8249- M3 - UR - Y2 - 2022 ER -
EndNote %0 Journal of Education and Future Recommendations of Participating Teachers on the Application of Lesson Study in Turkey %A Sema Yüzbaşıoğlu , Cem Babadoğan %T Recommendations of Participating Teachers on the Application of Lesson Study in Turkey %D 2016 %J Journal of Education and Future %P 2146-8249- %V 0 %N 9 %R %U
ISNAD Yüzbaşıoğlu, Sema , Babadoğan, Cem . "Recommendations of Participating Teachers on the Application of Lesson Study in Turkey". Journal of Education and Future 0 / 9 (January 2016): 101-122 .
AMA Yüzbaşıoğlu S. , Babadoğan C. Recommendations of Participating Teachers on the Application of Lesson Study in Turkey. JEF. 2016; 0(9): 101-122.
Vancouver Yüzbaşıoğlu S. , Babadoğan C. Recommendations of Participating Teachers on the Application of Lesson Study in Turkey. Journal of Education and Future. 2016; 0(9): 101-122.
IEEE S. Yüzbaşıoğlu and C. Babadoğan , "Recommendations of Participating Teachers on the Application of Lesson Study in Turkey", Journal of Education and Future, vol. 0, no. 9, pp. 101-122, Jan. 2016
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