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From experienced to professional practitioners: a participatory lesson study approach to strengthen and sustain English language teaching and leadership

From experienced to professional practitioners: a participatory lesson study approach to... This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.Design/methodology/approachFollowing a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.FindingsThe main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.Originality/valueThe study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

From experienced to professional practitioners: a participatory lesson study approach to strengthen and sustain English language teaching and leadership

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-10-2019-0072
Publisher site
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Abstract

This study arises from a recent school-based professional development (PD) programme conducted for English language teachers (ELTs) in a secondary school in the Kingdom of Bahrain, where a participatory lesson study (PLS) strategy was implemented to develop four ELTs' teaching skills and their senior teacher's leadership. The influence of the PLS on creating a participatory PD experience for the participants was investigated through exploring their perceptions of their professional growth during their PLS experience.Design/methodology/approachFollowing a qualitative interpretive approach, a total of eight lesson study cases and 16 meetings were conducted and analysed.FindingsThe main factors that influenced the participants' perceptions of their professional growth in PLS were high self-efficacy and confidence; dominancy of their peers; the informality of the PLS practice; and reflective practice. Relatedly, the results revealed critical thoughts about PLS as a means for ELT's self-directed PD in non-native English-speaking contexts.Originality/valueThe study provides an alternative approach to PD that can be offered for ELTs in any ESL/EFL context that focusses on supporting non-native English-speaking teachers' practices by associating theory with practice. This approach has enabled them to gain the practical skills they need and develop their awareness about the theoretical principles of these practices. For the first time, teachers were given the role to act as the trainers and the theorisers of their own teaching practices.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Oct 17, 2020

Keywords: Participatory lesson study; Bahrain; English language teacher; Mentoring; School-based professional development

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