Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices

Authors

DOI:

https://doi.org/10.7160/eriesj.2019.120202

Keywords:

lesson study, professional development, English as a foreign language, Teacher, Efficiency

Abstract

Even though various professional development practices are provided for language teachers worldwide, these practices are still considered ineffective in addressing teachers’ needs in their classrooms. The effectiveness of these practices is stalled when teachers do not actively engage in their professional development processes. When language teachers are not involved as active decision makers regarding their own professional development practices, the outcomes may not be as desirable as policymakers plan. Considering the deficiencies of the current language teacher professional development practices in Turkey, this paper provides a systematic review of lesson study as a professional development model for language teachers which promotes agency and reflective practice. Comparing the current practice of lesson study in Turkey to the international practices reported in the literature, this review suggests that lesson study has potential to support teacher professional development in the country in alignment with the educational visions of decision makers. Given the empowering dimension of lesson study model both in terms of content and form, it can be adopted as a model for effective and sustainable language teacher professional development.

References

Aydin, S. (2016) 'A qualitative research on foreign language teaching anxiety', The Qualitative Report, vol. 21, no. 4, pp. 629-642.

Akcan, S. (2010) 'Watching teacher candidates watch themselves: Reflections on a practicum program in Turkey', Profile Issues in Teachers' Professional Development, vol. 12, no. 1, pp. 33-45.

Atay, D. (2007) 'Teacher research for professional development', ELT Journal, vol. 62, no. 2, pp. 139-147. https://doi.org/10.1093/elt/ccl053

Baba, T. (2007) Japanese education and lesson study: An overview, in. Isoda, M., Stephens, M., Ohara, Y. and Miyakawa, T. (eds.) Japanese lesson study in mathematics: Its impact, diversity, and potential for educational improvement, Singapore: World Scientific Publishing Co.

Bjuland, R. and Mosvold, R. (2015) 'Lesson study in teacher education: Learning from a challenging case', Teaching and Teacher Education, vol. 52, pp. 83-90. https://doi.org/10.1016/j.tate.2015.09.005

Bozkurt, E. and Yetkin-Özdemir, I. E. (2018) 'Middle school mathematics teachers' reflection activities in the context of lesson study', International Journal of Instruction, vol. 11, no. 1, pp. 379-394. https://doi.org/10.12973/iji.2018.11126a

Cajkler, W. and Wood, P. (2016a) 'Adapting 'lesson study' to investigate classroom pedagogy in initial teacher education: What student-teachers think', Cambridge Journal of Education, vol. 46, no. 1, pp. 1-18. https://doi.org/10.1080/0305764X.2015.1009363

Cajkler, W. and Wood, P. (2016b) 'Mentors and student-teachers “lesson studying” in initial teacher education', International Journal for Lesson and Learning Studies, vol. 5, no. 2, pp. 84-98. https://doi.org/10.1108/IJLLS-04-2015-0015

Cajkler, W., Wood, P., Norton, J. and Pedder, D. (2013) 'Lesson study: Towards a collaborative approach to learning in initial teacher education?', Cambridge Journal of Education, vol. 43, no. 4, pp. 537-554. https://doi.org/10.1080/0305764X.2013.834037

Cajkler, W., Wood, P., Norton, J. and Pedder, D. (2014) 'Lesson study as a vehicle for collaborative teacher learning in a secondary school', Professional Development in Education, vol. 40, no. 4, pp. 511-529. https://doi.org/10.1080/19415257.2013.866975

Cajkler, W., Wood, P., Norton, J., Pedder, D. and Xu, H. (2015) 'Teacher perspectives about lesson study in secondary school departments: A collaborative vehicle for professional learning and practice development', Research Papers in Education, vol. 30, no. 2, pp. 192-213. https://doi.org/10.1080/02671522.2014.887139

Cammarata, L. and Haley, C. (2018) 'Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey', International Journal of Bilingual Education and Bilingualism, vol. 21, no. 3, pp. 332-348. https://doi.org/10.1080/13670050.2017.1386617

Carbová, A. and Betáková, L. (2013) 'Developing technological pedagogical content knowledge of English language teachers', Journal on Efficiency and Responsibility in Education and Science, vol. 6, no. 4, pp. 203-217. https://doi.org/10.7160/eriesj.2013.060401

Ceallaigh, T. J. Ó., Hourigan, M. and Leavy, A. (2018) 'Developing potentiality: Pre-service elementary teachers as learners of language immersion teaching', International Journal of Bilingual Education and Bilingualism, pp. 1-18. https://doi.org/10.1080/13670050.2018.1489779

Ceylan, E., Uştuk, Ö. and Çomoğlu, İ. (2017) 'The ELT practicum in Turkey: A meta-synthesis of 2008-2017 qualitative research', The Literacy Trek, vol. 3, no. 2, pp. 102-113.

Coskun, A. (2013) 'Stress in English language teaching practicum: the views of all stakeholders', Hacettepe University Journal of Education, vol. 28, no. 3, pp. 97-110.

Coskun, A. (2017) 'The Application of Lesson Study in Teaching English as a Foreign Language', İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 18, no. 1, pp. 151-162. https://dx.doi.org/10.17679/inuefd.297845

Csida, S. and Mewald, C. (2016) 'PrimarWebQuest in foreign language education', International Journal for Lesson and Learning Studies, vol. 5, no. 1, pp. 45-59. https://doi.org/10.1108/IJLLS-09-2015-0029

Darling-Hammond, L., Hyler, M. E. and Gardner, M. (2017) Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.

Demirbulak, D. (2011) 'Training English language student teachers to become teacher-researchers', The Second World Conference on Psychology, Counselling and Guidance - Conference Proceedings, Procedia-Social and Behavioral Sciences, vol. 30, pp. 491-496. https://doi.org/10.1016/j.sbspro.2011.10.096

Dikilitaş, K. (2015) Teacher researchers in action, in Dikilitaş, K., Smith, R. and Trotman, W. (eds.) Professional development through teacher research, UK: IATEFL.

Dotger, S. (2015) 'Methodological understandings from elementary science lesson study facilitation and research', Journal of Science Teacher Education, vol. 26, no. 4, pp. 349-369. https://doi.org/10.1007/s10972-015-9427-2

Dudley, P. (2013) 'Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning', Teaching and Teacher Education, vol. 34, pp. 107-121. https://doi.org/10.1016/j.tate.2013.04.006

Dudley, P. (2014) Lesson study: Professional learning for our time, New York: Routledge.

Ellis, R. (2010) 'Second language acquisition, teacher education and language pedagogy', Language Teaching, vol. 43, no. 2, pp. 182-201. https://doi-org.proxy1.cl.msu.edu/10.1017/S0261444809990139

Eröz-Tuga, B. (2013) 'Reflective feedback sessions using video recordings', ELT Journal, vol. 67, no. 2, pp. 175-183. https://doi.org/10.1093/elt/ccs081

Gero, G. (2015) 'The prospects of lesson study in the US: Teacher support and comfort within a district culture of control', International Journal for Lesson and Learning Studies, vol. 4, no. 1, pp. 7-25. https://doi.org/10.1108/IJLLS-02-2014-0007

Johnson, K. E. (2009) Second language teacher education: A Sociocultural perspective, New York: Routledge.

Khong, T. D. H. and Saito E. (2014) 'Challenges confronting teachers of English language learners', Educational Review, vol. 66, no. 2, pp. 210-225.

Koç, E. M. (2016) 'General investigation of the in-service training of English language teachers at elementary schools in Turkey', International Electronic Journal of Elementary Education, vol. 8, no. 3, pp. 455-466.

Korkmazgil, S. and Seferoğlu, G. (2013) 'Exploring non-native English teachers’ professional development practices', Boğaziçi Üniversitesi Eğitim Dergisi, vol. 30, no. 1, pp. 1-10.

Lamb, P. and Aldous, D. (2016) 'Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education', International Journal for Lesson and Learning Studies, vol. 5, no. 2, pp. 99-115. https://doi.org/10.1108/IJLLS-11-2015-0040

Lander, B. (2015) 'Lesson study at the foreign language university level in japan: Blended learning, raising awareness of technology in the classroom', International Journal for Lesson and Learning Studies, vol. 4, no. 4, pp. 362-382. https://doi.org/10.1108/IJLLS-02-2015-0007.

Larssen, D. L. S., Cajkler, W., Mosvold, R., Bjuland, R., Helgevold, N., Fauskanger, J., Wood, P., Baldry, F., Jakobsen, A., Bugge, H. E., Næsheim-Bjørkvik, G. and Norton, J. (2018) 'A literature review of lesson study in initial teacher education: Perspectives about learning and observation', International Journal for Lesson and Learning Studies, vol. 7, no. 1, pp. 8-22. https://doi.org/10.1108/IJLLS-06-2017-0030

Lewis, C. (2000) 'Lesson study: The core of Japanese professional development', The Annual Meeting of the American Educational Research Association – Conference Proceedings, National Science Foundation, Washington, DC., pp. 1-47. Available at: https://files.eric.ed.gov/fulltext/ED444972.pdf

Lewis, C. (2004) 'Does lesson study have a future in the united states?', Journal of Social Science Education, vol. 3, no. 1, pp. 115-137. https://doi.org/10.4119/jsse-321

Li, S. and Wang, H. (2018) Traditional literature review and research synthesis, in Phakiti, A., De Costa, P. I., Plonsky, L. and Starfield S. (eds.) The Palgrave handbook of applied linguistics research, London: Palgrave Macmillan.

Lo, M. L. (2009) 'The development of the learning study approach in classroom research in Hong Kong', Educational Research Journal, vol. 24, no. 1, pp. 165-184.

Mercer, S. (2018) 'Psychology for language learning: Spare a thought for the teacher', Language Teaching, vol. 51, no. 4, pp. 504-525. https://doi.org/10.1017/S0261444817000258

Merç, A. (2010) 'Self-reported problems of pre-service EFL teachers throughout teaching practicum', Anadolu University Journal of Social Sciences, vol. 10, no. 2, pp. 199-226.

Ministry of National Education (MoNE) (2018) 2023 Eğitim Vizyonu. Ankara: Republic of Turkey Ministry of National Education. Available at: http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf

Nami, F., Marandi, S. S. and Sotoudehnama E. (2016) 'CALL teacher professional growth through lesson study practice: An investigation into EFL teachers' perceptions', Computer Assisted Language Learning, vol. 29, no. 4, pp. 658-682. https://doi.org/10.1080/09588221.2015.1016439

Nashruddin, W. and Nurrachman, D. (2016) ‘The implementation of lesson study in English language learning: A case study’, Dinamika Ilmu, vol. 16, no. 2, pp. 169-179. http://dx.doi.org/10.21093/di.v16i2.356

Olteanu, C. (2016) 'Reflection and the object of learning', International Journal for Lesson and Learning Studies, vol. 5, no. 1, pp. 60-75. https://doi.org/10.1108/IJLLS-08-2015-0026

Oruç-Ertürk, N., Gün, B. and Kaynardağ, A. (2014) 'Türk öğretmenlerin mesleki gelişim algilarinin belirlenmesi', Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, vol. 12, no. 4, pp. 19-33.

Parks, A. N. (2009) 'Collaborating about what? an instructor's look at preservice lesson study', Teacher Education Quarterly, vol. 36, no. 4, pp. 81-97.

Ricks, T. E. (2011) 'Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers', Journal of Mathematics Teacher Education, vol. 14, no. 4, pp. 251-267. https://doi.org/10.1007/s10857-010-9155-7

Saito, E., Murase, M., Tsukui, A. and Yeo, J. (2014) Lesson study for learning community: A guide to sustainable school reform, New York: Routledge.

Sato, M. and Loewen, S. (2019) 'Do teachers care about research? The research–pedagogy dialogue', ELT Journal, vol. 73, no. 1, pp. 1-10. https://doi-org.proxy2.cl.msu.edu/10.1093/elt/ccy048

Soto Gómez, E., Serván Núñez, M. J. and Caparros-Vida, R. (2016) 'Learning to teach with lesson study: The practicum and the degree essay as the scenario for reflective and cooperative creation', International Journal for Lesson and Learning Studies, vol. 5, no. 2, pp. 116-129. https://doi.org/10.1108/IJLLS-12-2015-0042

Stigler, J. W. and Hiebert, J. (1999) The teaching gap: Best ideas from the world’s teachers for improving education in the classroom, New York: The Free Press.

Tan-Chia, L., Fang, Y. and Chew-Ang, P. (2013) 'Innovating the Singapore English language curriculum through lesson study', International Journal for Lesson and Learning Studies, vol. 2, no. 3, pp. 256-280. https://doi.org/10.1108/IJLLS-03-2013-0017

Tanış, A. and Dikilitaş, K. (2018) 'Turkish EFL instructors’ engagement in professional development', Eurasian Journal of Applied Linguistics, vol. 4, no. 1, pp. 27-47. https://dx.doi.org/10.32601/ejal.460628

Tasker, T. (2011) Teacher learning through LS: An activity theoretical approach toward professional development in the Czech Republic, in Johnson, K. E. and Golombek, P. R. (eds.) Research on second language teacher education: A sociocultural perspective on professional development, New York: Routledge.

Tok, H. and Arıbaş, S. (2008) 'Avrupa Birliğine uyum sürecinde yabancı dil öğretimi', İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 9, no. 15, pp. 205-229.

Tülüce, H. S. and Çeçen, S. (2016) 'Scrutinizing practicum for a more powerful teacher education: A longitudinal study with pre-service teachers', Educational Sciences: Theory and Practice, vol. 16, no. 1, pp. 127-151. https://doi.org/10.12738/estp.2016.1.0207

Uysal, H. H. (2012) 'Evaluation of an in-service training program for primary-school language teachers in Turkey', Australian Journal of Teacher Education, vol. 37, no. 7, pp. 14-29.

Von Esch, K. S. and Kavanagh, S. S. (2018) 'Preparing mainstream classroom teachers of English learner students: Grounding practice-based designs for teacher learning in theories of adaptive expertise development', Journal of Teacher Education, vol. 69, no. 3, pp. 239-251. https://doi.org/10.1177/0022487117717467

Walker, E. (2011) 'How 'language-aware' are lesson studies in an East Asian high school context?', Language and Education, vol. 25, no. 3, pp. 187-202. https://doi.org/10.1080/09500782.2011.555557

Wood, K. (2017) 'Is there really any difference between lesson and learning study? Both focus on neriage', International Journal for Lesson and Learning Studies, vol. 6, no. 2, pp. 118-123. https://doi.org/10.1108/IJLLS-02-2017-0008

Wyatt, M. and Ončevska-Ager, E. (2016) 'Teachers’ cognitions regarding continuing professional development', ELT Journal, vol. 71, no. 2, pp. 171-185. https://doi.org/10.1093/elt/ccw059

Yüzbaşıoğlu, S. and Babadoğan, C. (2016) 'Recommendations of participating teachers on the application of lesson study in Turkey', Journal of Education and Future, vol. 9, pp. 101-122.

Zhang, H., Yuan, R. and Liao, W. (2018) 'EFL teacher development facilitated by lesson study: A Chinese perspective', TESOL Quarterly. vol. 0, no. 0, pp. 1-11. https://doi-org.proxy2.cl.msu.edu/10.1002/tesq.480

Additional Files

Published

2019-07-01

How to Cite

Uştuk, Özgehan and Çomoğlu, İrem (2019) ’Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices’, Journal on Efficiency and Responsibility in Education and Science, vol. 12, no. 2, pp. 41–50. https://doi.org/10.7160/eriesj.2019.120202

Issue

Section

Review study