The Implementation of Lesson Study in English Language Learning: A Case Study (original) (raw)
Related papers
2016
Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons-it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observat...
Lesson Study: An effective model in English language teaching (ELT)
Abstract—In recent years “study lesson” (LS) as an effective collaborative model in English language teaching (ELT) has made a lot of changes in education system through producing and distributing the professional knowledge of teachers and researchers throughout the world. This article provides a brief introduction to the concept of lesson study as a new model of education. The paper begins with a short history of lesson study, situating the development of lesson study in mainstream education, and more particularly in the Iranian ELT context. The article proceeds with a general definition of lesson study, steps in lesson study process and then, it turns to present a general framework for conducting lesson study. It is hoped that this brief introduction of lesson study will serve as an initiative goal in promoting this form of study among Iranian language teachers. Keywords—lesson study, professional teachers, collaborative teaching model
Improving English language teaching through lesson study
International Journal for Lesson and Learning Studies
Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-...
Journal of In-Service Education, 2006
This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in-service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is twofold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.
Issues relating to the implementation of lesson study in the Malaysian education context
2016
This qualitative study explored the implementation of Lesson Study, a kind of teacher-directed approach of Japanese model of teacher pedagogical development in the Malaysian education context. It seeks to answer a research questions: what are the school-based factors that support or hinder the implementation of lesson study in the Malaysian education context? Multiple data sources were gathered through in-depth interviews, observations, group discussions and reflections as well as participants‟ journal writing. Data sources were gathered through in-depth interviews and observation.Analysis of the qualitative data indicated that the lesson study has provided an encouraging opportunity and venue for the respondent to collaborate, discuss and share their teaching experiences in managing their lesson.As lesson study was a relatively new culture of teacher learning, various constraints and challenges were encountered in implementing the lesson study. On a micro level, there were three co...
Increasing Students’ English Language Learning Levels via Lesson Study
English Language Teaching, 2019
The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that...
2019
egulation of the Minister of National Education Number 16 of 2007 mandates that every teacher should develop a sustainable profession by reflecting on learning and improving the quality of his learning through classroom action research. However, the reality shows that teachers have difficulty implementing it because of a lack of understanding of classroom action research methodology and not having experience in conducting classroom action research. The purpose of this activity is to improve teachers' UNDERSTANDING and experience in improving and reflecting on the quality of learning. For that reason, lesson study was conducted in schools involving Indonesian teachers. With lesson study, teachers' creativity in reflecting on learning, designing improved learning, and improving learning increase. In addition, teachers become more confident in carrying out learning.
International Journal for Lesson and Learning Studies, 2017
Purpose – The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach – An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action. Findings – The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson. Originality/value – This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
Cogent Education, 2023
The purpose of this study was to investigate the perception and practices of primary school English teachers on the role of lesson study (LS) in improving classroom practices in Bahir Dar City Administration, Ethiopia. To attain the purpose of the study, a mixed methods research approach with an embedded quasi experimental design was used. Questionnaires, interviews, and observations were used to collect data pertinent to the study. Data collected through these methods were analyzed quantitatively using percentage, descriptive statistics, paired and independent sample t-test and qualitatively through description and narration. After 6 weeks of intervention, the results of the study showed that primary school English teachers’ perceptions in LS and classroom practices have improved. The results also showed that those teachers who took part in lesson study performed better in preparing, enacting, and reflecting on their content plans. In addition, the paired sample t-test showed that there is a significant difference in mean value in the post-test (44.912) and the pre-test mean value (21.33), revealing that the post-test preferences are better. The independent sample t-test also showed a significant difference in the post-test results of the control and experimental groups. Thus, it is possible to conclude Lesson Study fostered collaboration work with colleagues and improves teachers’ competence