Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University
https://doi.org/10.17583/qre.12154
Keywords:
Type:
TextAbstract
This study investigated how teachers perceived the benefits and difficulties of implementing a Lesson Study (LS) in the context of English language teaching at a university in Vietnam. The data were collected from six teachers through semi-structured interviews. To analyze the data, two addressing themes (teachers’ perceived benefits and teachers’ perceived difficulties) were focused on while implementing LS. The results generally showed that the teachers believed that LS brought them three benefits: encouraging teachers’ exchange activities and helping them deepen knowledge of lesson content, understanding students’ learning activities and working processes, and promoting teachers’ motivation in pursuing their continuous professional development (CPD). Regarding teachers’ perceived difficulties in LS implementation, they reported lacking confidence in actively implementing LS activities. Additionally, they had difficulties in time management and encountered problems reaching a consensus for joint work due to the influence of muti-faceted aspects. Accordingly, the study provides pedagogical implications for related stakeholders (teachers, students, and policymakers) regarding LS implementation issues contributing to the success of LS implementation in Vietnam and other similar contexts.
Downloads
References
Akiba, M., & Wilkinson, B. (2016). Adopting an international innovation for teacher professional development: State and district approaches to lesson study in Florida. Journal of Teacher Education, 67(1), 74-93. https://doi.org/10.1177/0022487115593603
Google Scholar CrossrefAlamri, N. M., Aldahmash, A. H., & Alsharif, K. M. (2018). Emerging trends in research on math teacher professional development. International Journal of Instruction, 11(3), 91-106. https://doi.org/10.12973/iji.2018.1137a
Google Scholar CrossrefBocala, C. (2015). From experience to expertise: The development of teachers’ learning in lesson study. Journal of Teacher Education, 66(4), 349-362. https://doi.org/10.1177/0022487115592032
Google Scholar CrossrefBozkurt, E., & Yetkin-Özdemir, İ. E. (2016). Reflections from three mathematics teachers who conducted a lesson study practice. International Online Journal of Educational Sciences, 8(3), 272-289. https://doi.org/10.15345/iojes.2016.03.020
Google Scholar CrossrefChenault, K. H. (2017). Building collaborative pedagogy: Lesson study in higher education. College Quarterly, 20(1), n1. https://bit.ly/40PqU0K
Google Scholar CrossrefCheung, W. M. (2011). Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing. Instructional Science, 39, 63-85. https://doi.org/10.1007/s11251-009-9099-4
Google Scholar CrossrefCreswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education, Inc.
Google Scholar CrossrefDemir, K., Czerniak, C. M., & Hart, L. C. (2013). Implementing Japanese Lesson Study in a Higher Education Context. Journal of College Science Teaching, 42(4). https://bit.ly/3nWL76q
Google Scholar CrossrefElmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Albert Shanker Institute. https://bit.ly/3UkMeZI
Google Scholar CrossrefEraslan, A. (2008). Japanese lesson study: Can it work in Turkey. Education and Science, 33(149), 62-67. https://bit.ly/3Uk4BOr
Google Scholar CrossrefEriņa, D. and Namsone, D. (2021). Linking teacher professional development needs with appropriate solutions: insights from an iniative in latvia. Society Integration Education Proceedings of the International Scientific Conference, 4, 113-123. https://doi.org/10.17770/sie2021vol4.6388
Google Scholar CrossrefFernandez, C., & Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Lawrance Erlbaum.
Google Scholar CrossrefForrest, S. (2018). Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate approaches to learning skills? A qualitative formative assessment and summative evaluation of an IB School’s In-House CPD Programme. Journal of Research in International Education, 17(3), 262-285. https://doi.org/10.1177/1475240918816401
Google Scholar CrossrefGuskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391. https://doi.org/10. 1080/135406002100000512
Google Scholar CrossrefHolden, M. (2023). Exploring online lesson study as a vehicle for teacher collaborative professional learning. International Journal for Lesson & Learning Studies, 12(2), 179-193. https://doi.org/10.1108/IJLLS-01-2022-0012
Google Scholar CrossrefHowell, J. B., & 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
Google Scholar CrossrefHwang, S. (2021). The Mediating Effects of Self-Efficacy and Classroom Stress on Professional Development and Student-Centered Instruction. International Journal of Instruction, 14(1), 1-16. https://doi.org/10.29333/iji.2021.1411a
Google Scholar CrossrefJhang, F. H. (2020). Teachers’ attitudes towards lesson study, perceived competence, and involvement in lesson study: evidence from junior high school teachers. Professional Development in Education, 46(1), 82-96. https://doi.org/10.1080/19415257.2019.1585383
Google Scholar CrossrefKihwele, J. (2023). Factors influencing the implementation of the lesson study approach in pre-service teacher education in tanzania. East African Journal of Education and Social Sciences, 4(1), 1-14. https://doi.org/10.46606/eajess2023v04i01.0251
Google Scholar CrossrefLeavy, A. M., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: Insights from early number classrooms. Teaching and Teacher Education, 57, 161-175. https://doi.org/10.1016/j.tate.2016.04.002
Google Scholar CrossrefLewis, C., & Perry, R. (2014). Lesson study with mathematical resources: a sustainable model for locally-led teacher professional learning. Mathematics Teacher Education and Development, 16(1), n1. https://bit.ly/3Kq2UtZ
Google Scholar CrossrefMarble, S. (2007). Inquiring into teaching: Lesson study in elementary science methods. Journal of Science Teacher Education, 18, 935-953. https://doi.org/10.1007/s10972-007-9071-6
Google Scholar CrossrefMargolis, J., Durbin, R., & Doring, A. (2017). The missing link in teacher professional development: Student presence. Professional Development in Education, 43(1), 23-35. https://doi.org/10.1080/19415257.2016.1146995
Google Scholar CrossrefMatoba, M., Shibata, Y., & Sarkar Arani, M. R. (2007). School-university partnerships: A new recipe for creating professional knowledge in school. Educational Research for Policy and Practice, 6, 55-65. https://doi.org/10.1007/s10671-007-9029-7
Google Scholar CrossrefMing Cheung, W., & Yee Wong, W. (2014). Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson and Learning Studies, 3(2), 137-149. https://doi.org/10.1108/IJLLS-05-2013-0024
Google Scholar CrossrefMizell, H. (2010). Why Professional Development Matters. Learning Forward.
Google Scholar CrossrefMon, C. C., Dali, M. H., & Sam, L. C. (2016). Implementation of Lesson Study as an Innovative Professional Development Model among Malaysian School Teachers. Malaysian Journal of Learning and Instruction, 13(1), 83-111. https://bit.ly/3KiaN4O
Google Scholar CrossrefMurata, A., & Lee, C. K. E. (Eds.). (2020). Stepping up lesson study: An educator’s guide to deeper learning. Routledge.
Google Scholar CrossrefMurray, J. (2013). Designing and implementing effective professional learning. Corwin Press.
Google Scholar CrossrefNguyen, T. A., & Jaspaert, K. (2021). Implementing Task-based language teaching in an Asian context: Is it a real possibility or a nightmare? A case study in Vietnam. ITL-International Journal of Applied Linguistics, 172(1), 121-151. https://doi.org/10.1075/itl.16022.ngu
Google Scholar CrossrefOno, Y. and Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in south africa. South African Journal of Education, 30(1), 59-74. https://doi.org/10.15700/saje.v30n1a320
Google Scholar CrossrefÖzdemir, S. M. (2019). Implementation of the lesson study as a tool to improve students’ learning and professional development of teachers. Participatory Educational Research, 6(1), 36-53. https://doi.org/10.17275/per.19.4.6.1
Google Scholar CrossrefRappleye, J., & Komatsu, H. (2017). How to make Lesson Study work in America and worldwide: A Japanese perspective on the onto-cultural basis of (teacher) education. Research in Comparative and International Education, 12(4), 398-430. https://doi.org/10.1177/1745499917740656
Google Scholar CrossrefSetiawati, I., Hindriana, A. F., Widiantie, R., Nurlaelah, I., & Lismaya, L. (2021). Pedagogical competence in pre-service biology teacher through lesson study. In Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology. UNiSET 2020. https://doi.org/10.4108/eai.12-12-2020.2305109
Google Scholar CrossrefStepanek, J., Appel, G., Leong, M., Mangan, M., & Mitchell, M. (2007). Leading lesson study. Corwin.
Google Scholar CrossrefStigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster.
Google Scholar CrossrefTran, H. (2016). Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam (Doctoral dissertation, Open Access Te Herenga Waka-Victoria University of Wellington). http://hdl.handle.net/10063/5137
Google Scholar CrossrefTran, L. T., & Pasura, R. (2021). The nature of teacher professional development in Australian international vocational education. Journal of Further and Higher Education, 45(1), 16-29. https://doi.org/10.1080/0309877X.2019.1702153
Google Scholar CrossrefTran, T. Q., & Phan Tran, T. N. (2021). Vietnamese EFL High School Students’ Use of Self Regulated Language Learning Strategies for Project-Based Learning. International Journal of Instruction, 14(1), 459-474. https://doi.org/10.29333/iji.2021.14127a
Google Scholar CrossrefVillegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. International Institute for Educational Planning.
Google Scholar CrossrefWood, P., & Cajkler, W. (2018). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Further and Higher Education, 42(3), 313-326. https://doi.org/10.1080/0309877X.2016.1261093
Google Scholar CrossrefPublished
Metrics
Almetric
Dimensions
How to Cite
Issue
Section
License
Copyright (c) 2024 Anh-Thi Nguyen, Huong-Tra Nguyen, Hoang-Yen Phuong, Thanh-Thao Le, Trut-Thuy Pham, Anh-Thu Huynh-Thi
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.