Access the full text.
Sign up today, get DeepDyve free for 14 days.
(2008)
Japanese lesson study: can it work in Turkey
T. Guskey (2002)
Professional Development and Teacher ChangeTeachers and Teaching, 8
T. Guskey (1994)
Results-Oriented Professional Development: In Search of an Optimal Mix of Effective Practices.Journal of Staff Development, 15
C. Lewis, Rebecca Perry, J. Hurd (2009)
Improving mathematics instruction through lesson study: a theoretical model and North American caseJournal of Mathematics Teacher Education, 12
M. Stein, Margaret Wang (1988)
Teacher development and school improvement: The process of teacher change☆Teaching and Teacher Education, 4
Harvard Educational Review, 72
Karen Johnson (2006)
The Sociocultural Turn and Its Challenges for Second Language Teacher Education.TESOL Quarterly, 40
M. Williams (2010)
Teacher collaboration as professional development in a large, suburban high school
J. Hiebert, J. Stigler (2000)
A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video StudyThe Elementary School Journal, 101
Yrjö Engeström (2008)
From design experiments to formative interventionsTheory & Psychology, 21
Suzanne Wilson, Jennifer Berne (1999)
Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal DevelopmentReview of Research in Education, 24
Tracy Rock, C. Wilson (2005)
Improving Teaching through Lesson Study.Teacher Education Quarterly, 32
R. Stewart, Jonathan Brendefur (2005)
Fusing Lesson Study and Authentic Achievement: A Model for Teacher CollaborationPhi Delta Kappan Magazine, 86
C. Lewis, Ineko Tsuchida (1999)
A Lesson Is Like a Swiftly Flowing River: How Research Lessons Improve Japanese EducationImproving Schools, 2
Sonal Chokshi, C. Fernandez (2004)
Challenges to Importing Japanese Lesson Study: Concerns, Misconceptions, and NuancesPhi Delta Kappan Magazine, 85
Ann Taylor, Shari Anderson, Karen Meyer, M. Wagner, Christine West (2005)
Lesson Study: A Professional Development Model for Mathematics Reform.The rural educator, 26
American Educator, 22
Fatemeh Nami, S. Marandi, Elaheh Sotoudehnama (2016)
CALL teacher professional growth through lesson study practice: an investigation into EFL teachers' perceptionsComputer Assisted Language Learning, 29
A. Baysal (2017)
The Application of Lesson Study in Teaching English as a Foreign Language
William Cerbin, Bryan Kopp (2006)
Lesson Study as a Model for Building Pedagogical Knowledge and Improving TeachingThe International Journal of Teaching and Learning in Higher Education, 18
R. Perry, C. Lewis (2003)
Teacher-initiated lesson study in a Northern California district
Deborah Harris, H. Anthony (2001)
Collegiality and its role in teacher development: perspectives from veteran and novice teachersTeacher Development, 5
Thomas Tasker (2014)
Exploring EFL teacher professional development through lesson study: An activity theoretical approach
C. Lewis (2000)
Lesson Study: The Core of Japanese Professional Development.
S. Gutierez (2015)
Collaborative Professional Learning through Lesson Study: Identifying the Challenges of Inquiry-Based Teaching.Issues in Educational Research, 25
J. Hurd, Lori Licciardo-Musso (2005)
Lesson-Study: Teacher-Led Professional Development in Literacy Instruction.Language arts, 82
Carol Rodgers (2002)
Voices Inside SchoolsHarvard Educational Review, 72
T. Guskey (1994)
Professional Development in Education: In Search of the Optimal Mix.
Carol Rodgers (2002)
Seeing Student Learning: Teacher Change and the Role of Reflection. Voices inside Schools.Harvard Educational Review, 72
P. Swanborn (1996)
A common base for quality control criteria in quantitative and qualitative researchQuality and Quantity, 30
Aysegul Daloglu (2004)
A professional development program for primary school English language teachers in Turkey: designing a materials bankInternational Journal of Educational Development, 24
Jackie Lee (2008)
A Hong Kong case of lesson study—Benefits and concernsTeaching and Teacher Education, 24
V. Anfara, Susan Lenski, Micki Caskey (2009)
Using the Lesson Study Approach to Plan for Student LearningMiddle School Journal, 40
J.A.V. Sickle (2011)
Lesson study’s impacts on teacher perception of efficacy in teaching
W. Admiraal, Maartje Buijs, Wout Claessens, Terence Honing, Jan Karkdijk (2016)
Linking theory and practice: teacher research in history and geography classroomsEducational Action Research, 25
Sema Yüzbaşıoğlu, Cem Babadoğan (2016)
Recommendations of Participating Teachers on the Application of Lesson Study in TurkeyJOURNAL OF EDUCATION AND FUTURE
J. Loughran (2002)
Effective Reflective PracticeJournal of Teacher Education, 53
The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development.Design/methodology/approachThe analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories.FindingsThe results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process.Originality/valueThis paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Feb 11, 2019
Keywords: Lesson study; Teacher professional development; EFL teachers; Teacher perceptions
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.