Year 2019, Volume 6 , Issue 1, Pages 36 - 53 2019-06-01

Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers

Soner M Özdemir [1]


Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This study examined the effect of the lesson study as a tool to improve professional development of teachers, as well as student learning. Case study, one of the qualitative research methods, was used. Participants were two primary school teachers. Data were obtained from observations and field notes taken during the teaching of the course alongside data coming from teachers' reflective diaries and interviews held with the teachers. The findings of the study showed that the lesson study activity contributed considerably both to the professional development of the teachers and the students’ learning. Thanks to the student-centered activities (narration, picturizing and drama) which were carried out within the scope of the applied research lesson, almost all students in the class were actively involved in the lesson, especially those who had relatively worse reading comprehension skills and who had difficulty in self-expression started to give better answers and also expressed what they read in a better manner. In addition, teachers stated that lesson study contributed to their professional development by helping them solve the problem they faced paving the way for the application of different teaching methods and activities, collaboration with each other, exchanging of opinions about the problem, and recognizing different methods, techniques and practices pertaining to the profession
Lesson study, continuous professional development, primary school teacher, student learning
  • Akbaba Dağ, S. (2014). A microteaching lesson study practice to improve pre-service teachers’ knowledge of teaching fractions. (Unpublished Doctoral Dissertation). Dumlupınar University, Kütahya.
  • Arani, M.R.S., Fukaya, K. & Lassegard, J. P. (2010). Lesson study as professional culture in Japanese schools: an historical perspective on elementary classroom practices. Japan Review, 22, 171-200.
  • Baki, M. (2012). Investigating development of prospective primary teachers' mathematical pedagogical content knowledge: Lesson study. (Unpublished Doctoral Dissertation). Karadeniz Technical University, Trabzon.
  • Baki, A., Erkan, İ. & Demir, E. (2012). Developing lesson plan activity with lesson study: an action research. X. National Science and Mathematics Education Congress, Niğde.
  • Bayram, İ. & Bıkmaz, F. (2018). Exploring the lesson study experience of EFL instructors at higher education: a pilot study. Journal of Qualitative Research in Education, 6(3), 313-340, DOI:10.14689/issn.2148-2624.1.6c3s15m.
  • Bolam, R. (2000). Emerging policy trends: some implications for continuing professional development. Journal of In-Service Education, 26(2), 267-280.
  • Boran, E. & Tarım, K. (2016). The opinions of secondary school mathematics teachers about the lesson study. Turkish Journal of Computer and Mathematics Education, 7(1), 259-273. Retrieved from http://dergipark.gov.tr/download/article-file/201411
  • Bütün, M. (2015). Evaluation of the lesson study model in teaching practice course: problems and solutions. Adiyaman University Journal of Educational Sciences, 5(2), 136- 167. Retrieved from http://dergipark.gov.tr/adyuebd/issue/24589/260314
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri[Scientific Research Methods]. Ankara: Pegem Academi.
  • Cajkler, W., Wood, P., Norton, J. Pedder, D. & Xu, H. (2015). Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development, Research Papers in Education, 30(2), 192-213. Retrieved from https://pdfs.semanticscholar.org/b522/b0323796d773be941ef53414ba174171b338.pdf
  • Cerbin, W. & Doig, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-257.
  • Coenders, F. & Verhoef, N. (2018). Lesson study: professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230, DOI: 10.1080/19415257.2018.1430050
  • Coşkun, A. (2017). The Application of lesson study in teaching english as a foreign language. Inonu University Journal of the Faculty of Education, 18(1), 151-162, DOI: 10.17679/inuefd.297845. Retrieved from http://dergipark.gov.tr/download/article-file/283400
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (second edition). London: Sage.
  • DeLucia, M. (2006). The impact of lesson study on teacher attitude and beliefs as a form of professional development. (Unpublished Doctoral Dissertation). ETD collection for University of Nebraska-Lincoln. Retrieved from https://search.proquest.com/docview/304843733
  • Doig, B. & Groves, S. (2011). Japanese lesson study: teacher professional development through communities of ınquiry. Mathematics Teacher Education and Development 13(1), 77–93.
  • Dudley, P. (2014). Lesson study: a handbook. Retrieved from http://lessonstudy.co.uk/wp-content/uploads/2012/03/new-handbook-revisedMay14.pdf
  • Eraslan, A. (2008). Japanese lesson study: Can it work in Turkey? Education and Science, 33(149), 62-67.
  • Erbilgin, E. (2013). Preservice elementary school teachers’ perceptions about lesson study. Dicle University Journal of Ziya Gökalp Education Faculty, 21, 69-83.
  • Fernandez, C. & Yoshida, M. (2004). Lesson study: A Japanese approach for improving teaching and learning. Mahwah, NJ: Erlbaum.
  • Fullan, M. (2001). The New meaning of educational change. New York: Teachers College Press.
  • Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 815-945.
  • Gero, G. (2015). The prospects of lesson study in the US: teacher support and comfort within a district culture of control. International Journal for Lesson and Learning Studies. 4(1), 7–25. Retrieved from https://doi.org/10.1108/IJLLS-02-2014-0007
  • Gözel, E. (2017). Examination of the improvement of classroom teachers' lesson study knowledge based on the problem solving. Journal of Education, Theory and Practical Research, 3(3), 48-62. Retrieved from http://dergipark.gov.tr/ekuad/issue/31101/344579
  • Güner, P. & Akyüz, D. (2017). Lesson study professional development model: investigating noticing skills of prospective mathematics teachers. Elementary Education Online, 16(2). 428-452. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/2258
  • Hiebert, J., Gallimore, R. & Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15. Retrieved from https://doi.org/10.3102/0013189X031005003
  • Kıncal, R. & Beypınar, D. (2015). The effects of lesson study implementation to professional development of mathematics teachers and development of learning process. Mehmet Akif University Journal of Education Faculty, 1(33), 186-210.
  • Lee, J.F.K. (2008). A Hong Kong case of lesson study-benefits and concerns. Teaching and Teacher Education, 24(5), 1115-1124.
  • Lewis, C. (2000). Lesson study: the core of Japanese professional development. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 24-28, 2000. (ERIC Number: ED444972)
  • Lewis, C. C., Perry, R. R. & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7
  • Lewis, C. & Tsuchida, I. (1997). Planned educational change in Japan: The case of elementary science instruction. Journal of 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, 22(4), 12-17; 50-52.
  • Murata A. (2011) Introduction: conceptual overview of lesson study. In: Hart L., Alston A., Murata A. (eds), Lesson study research and practice in mathematics education. Springer, Dordrecht.
  • Murphy, R. Weinhardt, F., Wyness, G. & Rolfe, H. (2017) Lesson study: Evaluation report and executive summary. London: Education Endowment Foundation. Retrieved from https://files.eric.ed.gov/fulltext/ED581145.pdf
  • OECD. (2013). A teachers’ guide to TALIS 2013: Teaching and learning international survey. Retrieved from https://dx.doi.org/10.1787/9789264216075-en on October 2018
  • Özcan, M. (2011). Bilgi çağında öğretmen, eğitimi, nitelikleri ve gücü: Bir reform önerisi [Teachers in the information age, their education, qualifications and power: a reform proposal]. Ankara: TED İktisadi İşletmesi.
  • Özdemir, S.M. (2016). Öğretmen niteliğinin bir göstergesi olarak sürekli mesleki gelişim. Gazi Eğitim Bilimleri Dergisi, 2(3), 233-244. Retrieved from http://dergipark.gov.tr/download/article-file/419784
  • Özdemir-Baki, G. & Işık, A. (2018). Investigation of the noticing levels of teachers about students’ mathematical thinking: a lesson study model. Turkish Journal of Computer and Mathematics Education, 9(1), 122-146. Retrieved from http://dergipark.gov.tr/download/article-file/443323
  • Özen, D. (2015). Development of geometric thinking of elementary school mathematics teachers: A lesson study. (Unpublished Master’s Thesis). Anadolu University, Eskişehir.
  • Pang, J. (2016). Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, 48, 471–483.
  • Pektaş, M. (2014). Effects of lesson study on science teacher candidates’ teaching efficacies. Educational Research and Reviews, 9(6), 164-172. Doi: 10.5897/ERR2013.1700.
  • Rock, T.C. & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32, 77-92.
  • Somma, (2016). The impact of lesson study on teacher effectiveness. (Unpublished Doctoral Dissertation). St. John's University, New York. Retrieved from https://search.proquest.com/docview/1931834220
  • Songül, Delialioğlu & Özköse Bıyık. (2018). An investigation of Turkish EFL teachers’ development through an online professional development program. Yang, J. C. et al. (Eds.) (2018). Proceedings of the 26th International Conference on Computers in Education. Philippines: Asia-Pacific Society for Computers in Education. Retrieved from http://icce2018.ateneo.edu/wp-content/uploads/2018/12/C6-02.pdf
  • Suhaili, H.A.S.H, Shahrill, M. & Khalid, M. (2014). The impact of lesson study on primary mathematics teachers’ instructions in Brunei Darussalam. The Eurasia Proceedings of Educational & Social Sciences (EPESS), Volume 1, 90-95.
  • Stigler, J.W. & Hiebert, J. (1999). The Teaching gap: Best ıdeas from the world's teachers for improving education in the classroom. The Free Press, New York.
  • Takahashi, A. & Yoshida, M. (2004). Ideas for establishing lesson study communities. Teaching Children Mathematics, 10(9), 436–443.
  • Temel Doğan, D., & Özgeldi, M. (2018). How do Preservice Mathematics Teachers Use Virtual Manipulatives to Teach Algebra through Lesson Study? Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 152-179, DOI: 10.17522/balikesirnef.437729. Retrieved from http://www.nef.balikesir.edu.tr/~dergi/makaleler/yayinda/24/EFMED_MTE311.pdf
  • The Alberta Teachers’ Assocation. (2016). PD activities for professional growth. Retrieved from https://www.teachers.ab.ca/For%20Members/Professional%20Development/Pages/Index.aspx.
  • Wan, S.W-Y., & Lam, P.H-C. (2010). Factors affecting teachers’ participation in continuing professional development: From Hong Kong primary school teachers’ perspectives. Paper presented at the 2010 AERA Annual Meeting Understanding Complex Ecologies in a Changing World, Denver, USA. Retrieved from https://files.eric.ed.gov/fulltext/ED509923.pdf
  • Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences]. Ankara: Seçkin Pub.
  • Yüzbaşıoğlu, S. (2016). Opinions of teachers on the effectiveness of the lesson study model in teachers' professional development. (Unpublished Doctoral Dissertation). Ankara University, Ankara.
Primary Language en
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Author: Soner M Özdemir (Primary Author)
Institution: MERSIN UNIVERSITY
Country: Turkey


Supporting Institution Mersin University
Project Number 2017-1-AP2-2276.
Dates

Application Date : April 20, 2019
Acceptance Date : May 10, 2019
Publication Date : June 1, 2019

APA Özdemir, S . (2019). Implementation of the Lesson Study as a Tool to Improve Students' Learning and Professional Development of Teachers. Participatory Educational Research , 6 (1) , 36-53 . DOI: 10.17275/per.19.4.6.1