How can Lesson Study Model be used in special education? (original) (raw)
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A Lesson Study as a Development Model of Professional Teachers
International Journal of Education, 2013
The study aims to 1) identify the teachers' problem to develop a development model of professional teachers with a lesson study-based approach at Muhammadiyah Schools of Sukoharjo regency, 2) find an effective lesson study model as a development model of professional teachers, and 3) analyze a lesson study validation as a development model of professional teachers. The research used a phenomenology descriptive-qualitative method. The subjects included the students, teachers, principals, department head of education, and members of the Regional House of Representatives. The techniques of the data gathering employed the observation, documentation, and in-depth interview. The technique of the data analysis applied the first order understanding and second order understanding. It could be concluded that the four problems to improve the teachers' professionalism with a lesson study-based model are as follows: 1) internal, 2) external (teachers' commitment and concern), 3) an effective lesson study model based on a plan-do-see circle, collaboration, and collegial tutor, and 4) a lesson study validation in relation with the validations of open lesson and reflection, theory, and implementation.
MIMBAR PENDIDIKAN
ABSTRACT: The implementation of Lesson Study provides a new perspective in the context of pedagogy in schools among teachers. This article proposes a short-term strategy that can be implemented in developing School-Based Lesson Study at school towards the establishment of learning community at Special Education. In School-Based Lesson Study, the teachers from various backgrounds have done Lesson Study activities together regardless the subjects they teach. The strategy that can be implemented by the school in the first year is to train the core staffs, to clarify the vision on child education, to have similar perception of teachers, and to create the system of lesson activities. The second and the third year is the time for evaluating the progress of the implementation of School-Based Lesson Study at Special Education based on certain characters, namely the pupils lesson and study from each other, and the teachers learn from each other through meeting in order to improve their teach...
IOSR Journal Of Humanities And Social Science, 2013
This participatory action research study involved a modified version of Lesson Study-originated from Japan (see Fernandez & Yoshida, 2004)-in the Teaching Practicum to get trainee Special Education (SPED) teachers together to study the processes of teaching and learning in classrooms and then devised ways to enhance their teaching (Chia & Kee, 2010, 2012). It was envisaged that Teaching Practicum not only hone the pedagogical skills and content knowledge of trainee SPED teachers, it also improved the knowledge base of the SPED teaching profession. This study reported the processes and challenges using the modified Lesson Study as an overarching framework for teaching Practicum for trainee SPED teachers in Singapore. The study involved two local special schools for children with autism spectrum disorders. Results and feedbacks from 16 trainee SPED teachers were collated by the authors to provide a potential model for understanding the processes and products of using the modified Lesson Study approach as formative evaluation of future Teaching Practicum.
This participatory action research study involved a modified version of Lesson Study-originated from Japan (see Fernandez & Yoshida, 2004)-in the Teaching Practicum to get trainee Special Education (SPED) teachers together to study the processes of teaching and learning in classrooms and then devised ways to enhance their teaching (Chia & Kee, 2010, 2012). It was envisaged that Teaching Practicum not only hone the pedagogical skills and content knowledge of trainee SPED teachers, it also improved the knowledge base of the SPED teaching profession. This study reported the processes and challenges using the modified Lesson Study as an overarching framework for teaching Practicum for trainee SPED teachers in Singapore. The study involved two local special schools for children with autism spectrum disorders. Results and feedbacks from 16 trainee SPED teachers were collated by the authors to provide a potential model for understanding the processes and products of using the modified Lesson Study approach as formative evaluation of future Teaching Practicum.
Lesson study: the effect on teachers' professional development
European Economic Review, 2011
This study combines elements of the Japanese Lesson Study approach and teachers’ professional development. An explorative research design is conducted with three upper level high school teachers in the light of educational design research, whereby design activities will be cyclically evaluated. The Lesson Study team observed and evaluated two different research lesson cycles. The first one focused on the concept
Is there anything special about lesson study in special schools?
International Journal for Lesson & Learning Studies, 2020
PurposeJapanese lesson study (LS) is a professional development (PD) approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learned. LS's popularity as an approach to teacher PD in the UK is growing, and it is used in both special and mainstream settings. This study explores whether LS is perceived and operationalized in the same way across special and mainstream settings.Design/methodology/approachThis study arose as a result of collaboration between UCL Institute of Education academics (principle investigators) and three special school leaders using LS in their own schools (practitioner co-investigators), who together formed the research team. The team first explored the literature base for LS in special education. They then investigated special and mainstream schools using LS for teacher PD. Research tools included semi-structured interviews and an online survey. Participants were obtained through opportunistic sampli...
Presenting the Model of Improving the Lesson Study in Primary Schools
Iranian Evolutionary Educational Psychology Journal, 2023
The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers' abilities, meeting teachers' needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.
Lesson Study as Professional Development of Early Childhood Educators
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
This study aims to examine lesson study activities to improve early childhood educators’ professionalism. This is qualitative research study. The lesson study, conceived as a professional development approach focused on collaboration and reflection, took place in the 5th semester of the 2020/2021 academic year and involved 25 participants. The instrument of the study consisted of lesson design, field notes, and interviews with the observers, as well as the transcription of the audio recording. To analyze the data, the technique is a qualitative data analysis developed by Miles and Huberman consisting of three stages performed sequentially those are: 1) data reduction, 2) presents data, 3) draw conclusion. The research results can be used as a basis in improving and strengthening a lesson study activities dealing with make up- and beauty activities. It made a significant positive contribution to the professional development of educators in various aspects such as lesson design, metho...
When different educational practices are investigated, the quality of education systems of different countries doesn’t go beyond their teachers’ qualities. Te acher quality is the most important variable to describe a country’s education system. In this manner, lesson study comes out as a noteworthy practice in teacher education. Lesson study practice is a research - focused education approach used in the countrie s like Japan, Sıngapore, and Hong Kong which has proven its success nationally and internationally. It is a specialized action research which has practical output to aim to enable teachers’ professional development and raise student’s success. Pre - service professional development of pre - service teachers and in - service professional development of teachers are supported with lesson study. According to the literature, content knowledge, pedagogical knowledge, education environment and conditions knowledge, cur riculum knowledge, the information about students and their features, educational contexts, and aims are taken into consideration in terms of teachers’ professional development. The study is aimed to investigate lesson study’s effect upon professional de velopment of pre - service teachers in the process of pre - service education. Content knowledge, using teaching methods, communication with students and developing students motivation from the types of knowledge and skills, which are introduced above, are ana lyzed to investigate Professional development of pre - service teachers. The design of the study is “The one shot case study” which is one of the pre - experimental designs. The study was implemented with pre - service teachers studying at Arabic Language teachi ng, Kazım Karabekir Education Faculty, Ataturk University in 2015 - 2016 academic year and also, it was done in the scope of Special Teaching Methods course. The sample of the study consisted of pre - service teachers studying at Arabic Language teaching who w ere selected with convenience sampling which is one of the nonprobability sampling types. Semi - structured interview form was used to collect the data, and moreover the data was analyzed with Maxqda 12 program. According to the results of study, it has been understood that lesson study has an effect upon content knowledge, using teaching methods, communication with students and developing students’ motivation in terms of pre - service professional development.