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

References

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