Issues relating to the implementation of lesson study in the Malaysian education context
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 imple...
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| Format: | Article |
| Language: | English |
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IOSR
2016
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| Online Access: | https://repo.uum.edu.my/id/eprint/20484/1/IOSR-JRME%206%203%201%202016%2077%2085.pdf |
| _version_ | 1825804377964675072 |
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| author | Chiew, Chin Mon Dali, Mohd Hasani Lim, Chap Sam |
| author_facet | Chiew, Chin Mon Dali, Mohd Hasani Lim, Chap Sam |
| author_sort | Chiew, Chin Mon |
| collection | UUM |
| description | 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 constraints, namely time, teachers‟ workload and the perception of teaching observation.On a macro-level, this study implied two main challenges: (i) the lack of teachers‟ awareness of professional development, and (ii) the examination-oriented culture rooted in the education system.However, when provided with sufficient supporting factors such as positive support from the school administrators, committed and dedicated group leader and strong collegiality among the lesson study team, then lesson study could be successfully implemented as an effective and innovative mode of teacher professional learning. |
| first_indexed | 2024-07-04T06:13:33Z |
| format | Article |
| id | uum-20484 |
| institution | Universiti Utara Malaysia |
| language | English |
| last_indexed | 2024-07-04T06:13:33Z |
| publishDate | 2016 |
| publisher | IOSR |
| record_format | eprints |
| spelling | uum-204842017-01-02T08:41:08Z https://repo.uum.edu.my/id/eprint/20484/ Issues relating to the implementation of lesson study in the Malaysian education context Chiew, Chin Mon Dali, Mohd Hasani Lim, Chap Sam LB Theory and practice of education 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 constraints, namely time, teachers‟ workload and the perception of teaching observation.On a macro-level, this study implied two main challenges: (i) the lack of teachers‟ awareness of professional development, and (ii) the examination-oriented culture rooted in the education system.However, when provided with sufficient supporting factors such as positive support from the school administrators, committed and dedicated group leader and strong collegiality among the lesson study team, then lesson study could be successfully implemented as an effective and innovative mode of teacher professional learning. IOSR 2016 Article PeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/20484/1/IOSR-JRME%206%203%201%202016%2077%2085.pdf Chiew, Chin Mon and Dali, Mohd Hasani and Lim, Chap Sam (2016) Issues relating to the implementation of lesson study in the Malaysian education context. IOSR Journal of Research & Method in Education (IOSR-JRME), 6 (3). pp. 77-85. ISSN 2320–737X http://www.iosrjournals.org/iosr-jrme/papers/Vol-6%20Issue-3/Version-1/K0603017785.pdf |
| spellingShingle | LB Theory and practice of education Chiew, Chin Mon Dali, Mohd Hasani Lim, Chap Sam Issues relating to the implementation of lesson study in the Malaysian education context |
| title | Issues relating to the implementation of lesson study in the Malaysian education context |
| title_full | Issues relating to the implementation of lesson study in the Malaysian education context |
| title_fullStr | Issues relating to the implementation of lesson study in the Malaysian education context |
| title_full_unstemmed | Issues relating to the implementation of lesson study in the Malaysian education context |
| title_short | Issues relating to the implementation of lesson study in the Malaysian education context |
| title_sort | issues relating to the implementation of lesson study in the malaysian education context |
| topic | LB Theory and practice of education |
| url | https://repo.uum.edu.my/id/eprint/20484/1/IOSR-JRME%206%203%201%202016%2077%2085.pdf |
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