Teacher professional development through lesson study in secondary schools
Lesson Study (LS) is a professional learning strategy which originated from Japan and practiced extensively throughout Japan. It has captured the attention of the professional learning communities in Malaysia and is seen as an innovative strategy for teacher professional development (TPD). The purpo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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American Scientific Publishers
2015
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| Online Access: | http://psasir.upm.edu.my/id/eprint/37966/1/Teacher%20professional%20development%20through%20lesson%20study%20in%20secondary%20schools.pdf |
| _version_ | 1825949133753548800 |
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| author | Abdul Rahim, Suzieleez Syrene Sulaiman, Suriati Sulaiman, Tajularipin |
| author_facet | Abdul Rahim, Suzieleez Syrene Sulaiman, Suriati Sulaiman, Tajularipin |
| author_sort | Abdul Rahim, Suzieleez Syrene |
| collection | UPM |
| description | Lesson Study (LS) is a professional learning strategy which originated from Japan and practiced extensively throughout Japan. It has captured the attention of the professional learning communities in Malaysia and is seen as an innovative strategy for teacher professional development (TPD). The purpose of this study was to explore secondary school English Language (EL) teachers’ learning experiences as they engaged in LS as well as to explore LS as a strategy for teacher professional development at secondary schools. The research methodology adopted was a qualitative case study of a single site and involved four participants. Each participant completed two LS cycles in three months. Data was collected through classroom observations and document analysis. Analytic induction was used to analyze the data. The findings of the study affirmed the literature on the importance of peer collaboration and feedback, and improving instructional practices particularly teachers’ professional knowledge. However, time-constraints, extra workload, and minimal school management support were some constraints noted during the implementation of LS in schools. Lesson study provides an alternative strategy for the in-service teachers to enhance their professional development as well as encourages the teachers to solve their students’ learning problems in actual classrooms collaboratively. |
| first_indexed | 2024-03-06T08:39:53Z |
| format | Article |
| id | upm.eprints-37966 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T08:39:53Z |
| publishDate | 2015 |
| publisher | American Scientific Publishers |
| record_format | dspace |
| spelling | upm.eprints-379662016-02-01T02:32:01Z http://psasir.upm.edu.my/id/eprint/37966/ Teacher professional development through lesson study in secondary schools Abdul Rahim, Suzieleez Syrene Sulaiman, Suriati Sulaiman, Tajularipin Lesson Study (LS) is a professional learning strategy which originated from Japan and practiced extensively throughout Japan. It has captured the attention of the professional learning communities in Malaysia and is seen as an innovative strategy for teacher professional development (TPD). The purpose of this study was to explore secondary school English Language (EL) teachers’ learning experiences as they engaged in LS as well as to explore LS as a strategy for teacher professional development at secondary schools. The research methodology adopted was a qualitative case study of a single site and involved four participants. Each participant completed two LS cycles in three months. Data was collected through classroom observations and document analysis. Analytic induction was used to analyze the data. The findings of the study affirmed the literature on the importance of peer collaboration and feedback, and improving instructional practices particularly teachers’ professional knowledge. However, time-constraints, extra workload, and minimal school management support were some constraints noted during the implementation of LS in schools. Lesson study provides an alternative strategy for the in-service teachers to enhance their professional development as well as encourages the teachers to solve their students’ learning problems in actual classrooms collaboratively. American Scientific Publishers 2015 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/37966/1/Teacher%20professional%20development%20through%20lesson%20study%20in%20secondary%20schools.pdf Abdul Rahim, Suzieleez Syrene and Sulaiman, Suriati and Sulaiman, Tajularipin (2015) Teacher professional development through lesson study in secondary schools. Advanced Science Letters, 21 (7). pp. 2360-2364. ISSN 1936-6612; ESSN: 1936-7317 http://www.ingentaconnect.com/content/asp/asl/2015/00000021/00000007/art00044?token=004c1543ee09e7e2a46762c6b355d76666c25703a2b6d7b673f7b2f267738703375686f49ce4 10.1166/asl.2015.6276 |
| spellingShingle | Abdul Rahim, Suzieleez Syrene Sulaiman, Suriati Sulaiman, Tajularipin Teacher professional development through lesson study in secondary schools |
| title | Teacher professional development through lesson study in secondary schools |
| title_full | Teacher professional development through lesson study in secondary schools |
| title_fullStr | Teacher professional development through lesson study in secondary schools |
| title_full_unstemmed | Teacher professional development through lesson study in secondary schools |
| title_short | Teacher professional development through lesson study in secondary schools |
| title_sort | teacher professional development through lesson study in secondary schools |
| url | http://psasir.upm.edu.my/id/eprint/37966/1/Teacher%20professional%20development%20through%20lesson%20study%20in%20secondary%20schools.pdf |
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