Analysis of the professional development process based on the life experiences of lesson studier teachers

Document Type : Research Paper

Authors

1 MS in Educational Administration, Teacher in Education Ministry, Qom, Iran.

2 Department of Educational Administration, Farhangian University, P.O. Box 14665-899, Tehran,

3 Department of Educational Administration, Farhangian University, P.O. Box 14665-899, Tehran, Iran

Abstract

Lesson study is one of the researches focused on school and curriculum that can promote teachers'''''''''''''''' professionalism in participatory process on the one hand and improve students'''''''''''''''' learning and academic progress on the other hand. Purpose of this study was to analyze the professional development process based on lived experiences of lesson studier teachers. The research method was qualitative using phenomenological approach. The study population included all lesson studier teachers who had achieved success in the field of study, experts who had written articles and books on study. Using purposive sampling method and after conducting ten semi-structured interviews, we achieved theoretical saturation in the data. Five main categories emerged, including approach, culture, technical core, tools and consequences, and finally the research model was drawn based on a systemic approach. Studies are conducted in the context of a specific culture with the characteristics of teamwork, liquidity and collaborative learning. The purposeful learning approach is process-oriented, creativity-oriented, and with tools such as teacher reflective thinking, communication, research, and problem solving, it leads to the improvement of teaching methods, facilitating, and deepening learning. Results of these processes have consequences for teachers and students such as professional development, job satisfaction, and enjoyment of learning.

Keywords


Bazargan, A. (2019). An introduction to qualitative and mixed research methods: common behavioral sciences. Tehran: Didar. [In Persian]
Beiramipur, A., Semsāri, Z., & Hāshemi, E. (2020). The relationship between the contextual factors and mathematical performance of Iranian students in the TIMSS 2015. Journal of Educational Innovations19(3), 33-62. [In Persian], https://doi.org/10.22034/JEI.2020.114613
Bensley, D. A., & Spero, R. A. (2014). Improving critical thinking skills and metacognitive monitoring through direct infusion. Thinking Skills and Creativity, 12, 55-68. https://doi.org/10.1016/j.tsc.2014.02.001
Bob, K., Brekelmans, M., Korthagen, F., & Wubbels, T. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176. https://doi.org/10.1016/j.tate.2004.12.004
Bremmer, M., Heijnen, E., & Lucero, J. (2018). School as material - Modes of operation for teachers as conceptual artists. In S. Blom, M. Hermsen, F. Uiterwaal, B. Verveld (Eds.), researching the arts (pp. 38-51). Amsterdam, NL: Amsterdam University of the Arts.
Buczynski, S., & Hansen, C. B. (2010). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607. https://doi.org/10.1016/j.tate.2009.09.006
Chassels, C., & Melville, W. (2009). Collaborative, reflective, and iterative Japanese lesson study in an initial teacher education program: benefits and challenges. Canadian Journal of Education, 4, 734‐763.
Dudley, P. (2018). Teacher learning and lesson study. In R. Garcia‐Carrione (Ed.), The Oxford encyclopedia of international perspectives on teacher education. Oxford, UK: Oxford University Press.
Dudley, P., Xu, H., Vermunt, J. D., Lang, J. (2019). Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution. European Journal of Education, 54(2), 202-217. https://doi.org/10.1111/ejed.12337
Erfani, N., Shobeyri, S. M., Sahabat, S., Mashayekhipoor, M. (2016). Effectiveness of the training lesson study course of knowledge and teaching skills in elementary teachers. Research in Curriculum Planing, 48(13), 191-200. [In Persian]
Ghasemi, M., & Badpar, R. (2015). Medicinal plants in promoting teaching and research in Iran. International Conference on Humanities, Psychology and Social Sciences, Center for International Broadcasting Conferences, Tehran, Iran, November. [In Persian]
Habibzade, A. (2014). The Effectiveness of Lesson Study on Teacher''''''''''''''''s Self-Efficacy. Psychological Achievements21(2), 145-168. [In Persian]
Hadfield, M. and Jopling, M. (2016). Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning. Teaching and teacher education, 60, 203–214. https://doi.org/10.1016/j.tate.2016.08.001
Halvorsen, A., & Lund, A. K. (2013). Lesson study and history education. The Social Studies, 104, 123-129. https://doi.org/10.1080/00377996.2012.698326
Hiebert, J. and Stigler, J. W. (2017). Teaching versus teachers as a lever for change: comparing a Japanese and a U.S. perspective on improving instruction. Educational researcher, 46(4), 169-176. https://doi.org/10.3102/0013189X17711899
Hinde, E. R. (2004). School Culture and Change: An Examination of the Effects of School Culture on the Process of Change. Essay in Education, 12, 1-12
Howell, J. B., and Saye, J. W. (2016). Using lesson study to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. The journal of social studies research, 40(1), 25–37. https://doi.org/10.1016/j.jssr.2015.03.001
Hoy, W. K. & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th Edition). New York: McGraw-Hill.
Huntly, H. (2008). Teachers’Work: Beginning Teachers’ Conceptions of Competence. The Australian Educational Researcher, 35(1), 125-145. https://doi.org/10.1007/BF03216878
Hurizad, B. (2010). Study the effects of creativity-based lesson study on the teachers'''''''''''''''' professional skills and creative manner of students and teachers. Counseling Culture and Psycotherapy1(1), 75-92. [In Persian]. https://doi.org/10.22054/qccpc.2010.5867
Kalanrari Khandani, E., Farrokhi, M. H. (2016). A Study of reflective teacher professional development and an explanation of lesson study and learning activity. The Journal of Theory and Practice in Teachers Education2(3), 73-96. [In Persian], DOR: 20.1001.1.26457156.1395.2.3.6.1
Karami, Z., Seraji, F., & Maroofi, Y. (2017). A Narrative Inquiry Curriculum & Professional Development of Student-Teachers in Farhangian University: Design Curriculum Model. Theory and Practice in the Curriculum5(9), 69-104. [In Persian]
Khakbaz, A., Fadaei, M., & Mousapour, N. (2008). The effect of research on the professional development of mathematics teachers. Quarterly of Education and Training, 24 (94), 123-146. [In Persian]
Kordian, P., Zare, Z., & Ansari Rad, P. (2019). The effect of biology education by Lesson Study method on students'''''''''''''''' scores increase (A case study of high school students in Tehran). Research in Biology Education1(3), 43-52. [In Persian]. DOR: 20.1001.1.27172252.1398.1.3.4.8
Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
Lewis, C. C. Perry, R. & Murata, A. (2006). How Should Research Contribute to Instructional Improvement? The Case of Lesson Study. Educational Researcher. 35 (3), 3-14. https://doi.org/10.3102/0013189X035003003
Mohammadi, M., Marzooghi, R., Torkzadeh, J., Bakhtiari, A., & Khaleghi, A. (2016). Contextualization of teachers'''''''''''''''' professional improvement on teaching: a qualitative case study. Research in Teaching, 4(3), 127-99. [In Persian]. DOR: 20.1001.1.24765686.1395.4.3.6.7
Mohammadi, R., & Hasani, A. (2019). The Impact of Research Course Process on Teachers'''''''''''''''' Professional Development. Research in Teaching7(1), 1-19. [In Persian]. https://doi.org/10.34785/J012.2019.530
Momeni, L. (2015). The effect of study-research on the teaching-learning process. Educational Technology Development, 30, 4-6. [In Persian]
Mostafanezhad, C., Savareh, O., Khakzad, F., & Akbarzadeh, Z. (2016). An Investigation of the Effect of Lesson Study on Teaching Motivation and Self-Efficacy of Physical Education Teachers in Piranshahr City. Sport Management Journal8(1), 151-168. [In Persian]. https://doi.org/10.22059/jsm.2016.58254
Munthe, E., Bjuland, R., & Helgevold, N. (2016). Lesson study in field practice: A time‐lagged experiment in initial teacher education in Norway. International Journal for Lesson and Learning Studies, 5, 142–154. https://doi.org/10.1108/IJLLS-12-2015-0047
Naderi, E., Hajizad, M., Shariatmadari, A., & Saif Naraghi, M. (2010). Examining and comparing the professional skills of teachers of basic sciences and humanities in middle school in Behshahr city in order to provide methods to improve the quality of these skills. Educational Management Research, 2(2), 75-96. [In Persian]
Namdari Pejman, M., Ghanbarian, P., Ghanbari, S., & Basiri, I. (2017). Effectiveness of Lesson Study on Teachers Professional Skills in Hamadan Province Exceptional Education. New Educational Approaches, 12(1), 46-74. [In Persian], https://doi.org/10.22108/NEA.2017.21750
OECD. (2014). Indicator D7: How extensive are professional development activities for teachers? In Education at a Glance: OECD. https://doi.org/10.178 7/888933120461
Ozuklu, E. (2021). Comparability of teachers’ educational background items in TIMSS: a case from Turkey. Large-scale Assess Education 9(4), 2-18. https://doi.org/10.1186/s40536-021-00097-2
Perry, R., Lewis, C., & Akiba, M. (2009). Lesson Study in the San Mateo-Foster City School District. AERA Session 13.41, New Orleans, 4/2/02.
Rock, T. C., & Wilson, C. (2005). Improving Teaching through Lesson Study. Teachers Education Quarterly, 104(6), 446-451.
Sarkar Arani, M. (2006). Transnational Learning: The Integration of Jugyou Kenkyuu into Iranian Teacher Training. In M. Matoba, K. Krawford. , & M.R. Sarkar Arani (Eds), Lesson Study: International Perspectives on Policy and Practice (pp.37-75), China: Educational Science Publishing House.
Sarkar Arani, M. (2015). Lesson study: a universal idea for improving teaching and enriching learning. Tehran: Merat. [In Persian]
Sarkar Arani, M. R., & Matoba, M. (2006). Challenges in Japanese Teachers'''''''''''''''' Professional Development: A Focus on an Alternative Perspective. Comparative Education in Teacher Training, 4, 107-115. https://doi.org/10.1007/978-90-481-3524-0_5
Sarkar Arani, M., Keisuke, F., & Lassegard, J. (2010). Lesson Study as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices. Japan Review, 22(10), 171-200. https://doi.org/10.2307/25791346
Schipper, T. M., Vries, S., Goei, S., & Veen, K. (2019). Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy. Professional Development in Education, 46(1),112-129. https://doi.org/10.1080/19415257.2019.1634627
Smith, R. R. (2008). Lesson study: Professional development for empowering teachers and improving classroom practice. Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the Florida State University.
Soltani, N., Dalvand, N., & Dalvand, S. (2015). Cultivation and institutionalization of learning in schools as a learning organization. The first scientific research conference on new findings of management sciences, entrepreneurship and education in Iran, Tehran, Association for the Development and Promotion of Basic Sciences and Techniques, September. [In Persian]
Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2007). Leading Lesson Study: A Practical Guide for Teachers and Facilitators. University of Michigan: SAGE Publications.
Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
Tijmen, M., Schipper, S., Goei, S., & Klaas, V. (2020). Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy. Professional Development in Education, 46(1), 112-129. https://doi.org/10.1080/19415257.2019.1634627
Vermunt, J. D., Vrikki, M., Van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of lesson study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73. https://doi.org/10.1016/j.tate.2019.02.009