An Investigation of Turkish Novice EFL Teachers’ Perceptions of Lesson Study
AbstractThis paper aims to investigate how three novice EFL teachers perceived Lesson Study, a Japanese professional development (PD) model, and its implications for their PD. This study was designed as a qualitative case study. The case in this study was three novice EFL teachers, who carried out Lesson Study during 2016-2017 fall term at the Department of Foreign Languages of a Turkish foundation university, and their implementation of the model. Data were collected using eight teacher reflective reports and audio recordings of 24 meetings. Data were analyzed through conceptualizing, coding and categorizing. Findings revealed that Lesson Study aroused teachers’ enthusiasm for conducting research and it also encouraged them to focus more on learning than teaching; however, the model was deemed demanding by the teachers who struggled to get accustomed to the pace of it. They suggested that a mentor would facilitate the process. In terms of its contribution to PD, teachers noted that Lesson Study encouraged them to pursue PD and reflect on their classroom practice. Findings of this study suggest that Lesson Study might be integrated into the PD of novice EFL teachers with minor adaptations and the help of a facilitator. The model might address the PD needs of novice EFL teachers who seek to work in collaboration to reflect on their classroom practice.
Akcan, S. (2016). Novice non-native English teachers' reflections on their teacher education programmes and their first years of teaching. Profile Issues in Teachers’ Professional Development, 18(1), 55-70.
Allison, S. 2014. Perfect teacher-led CPD. Crown House Publishing.
Angelini, M. L., & Álvarez, N. (2018). Spreading lesson study in pre-service teacher instruction. International Journal for Lesson and Learning Studies, 7(1), 23-36.
Bayram, İ., & Bıkmaz, F. (2018). Exploring the lesson study experience of EFL instructors at higher education: A pilot study. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 6(3), 313-340. DOI:10.14689/issn.2148-2624.1.6c3s15m.
Baecher, L. (2012). Feedback from the field: What novice preK–12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
Bieda, K., Cavanna, J., & Ji, X. (2013). Developing Mathematical Knowledge for Teaching through Mentor-Guided Lesson Study. North American Chapter of the International Group for the Psychology of Mathematics Education.
Borg, S. (2015). Professional development for English language teachers: Perspectives from higher education in Turkey. Ankara: British Council.
Cerbin, B. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher education. Stylus Publishing, LLC.
Coenders, F., & Verhoef, N. (2019). Lesson study: professional development (PD) for beginning and experienced teachers. Professional development in education, 45(2), 217-230.
Coşkun, A. (2017). The application of lesson study in teaching English as a foreign language. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 151-162.
Creswell, J. W. (2013). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
Darling-Hammond, L. (2012). The right start: Creating a strong foundation for the teaching career. Phi Delta Kappan, 94(3), 8-13.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer Press.
DelliCarpini, M. (2009). Dialogues across disciplines: Preparing English-as-a-second-language teachers for interdisciplinary collaboration. Current Issues in Education, 11(2) [On-line].
Denzin, N. K., & Lincoln, Y. S. (2011). The sage handbook of qualitative research. Thousand Oaks, CA: Sage.
Diaz-Maggioli, G. D. (2004). Teacher-led professional development. Alexandria: Association for Supervision and Curriculum Development.
Dotger, S. (2011). Exploring and developing graduate teaching assistants' pedagogies via lesson study. Teaching in Higher Education, 16(2), 157-169.
Dudley, P. (2015). Lesson Study: Professional learning for our time. London: Routledge.
Ekşi, G. (2010). An assessment of the professional development needs of English language instructors working at a state university. Unpublished thesis of the Master of Science. The Graduate School of Social Sciences, Middle East Technical University, Ankara.
Faez, F., & Valeo, A. (2012). TESOL teacher education: Novice teachers' perceptions of their preparedness and efficacy in the classroom. TESOL Quarterly, 46(3), 450-471.
Farrell, T. S. (2006). The first year of language teaching: Imposing order. System, 34(2), 211-221.
Farrell, T. S. (2012). Novice‐service language teacher development: Bridging the gap between preservice and in‐service education and development. TESOL Quarterly, 46(3), 435-449.
Farrell, T. S. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.
Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Routledge.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill.
Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge‐base of language teacher education. TESOL quarterly, 32(3), 397-417.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Polytechnic.
Godfrey, D., Seleznyov, S., Anders, J., Wollaston, N., & Barrera-Pedemonte, F. (2019). A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education, 45(2), 325-340.
Gordon, S. P. (1991). How to help beginning teachers succeed. Alexandria: Association for Supervision and Curriculum Development.
Kasapoğlu, A. E. (2002). A suggested peer observation model as a means of professional development (Doctoral dissertation, Bilkent University).
Kearney, S. (2015). Reconceptualizing beginning teacher induction as organizational socialization: A situated learning model. Cogent Education, 2(1), 1028713.
Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oaks, CA: Sage.
Hurd, J., & Lewis, C. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth, NH: Heinemann.
Lewis, C. (2002). A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
Mann, S. M., & Tang, E. H. H. (2012). The role of mentoring in supporting novice English language teachers in Hong Kong. TESOL Quarterly, 46(3), 472-495
McCormack, A. N. N., & Thomas, K. (2003). Is survival enough? Induction experiences of beginning teachers within a New South Wales context. Asia-Pacific Journal of teacher education, 31(2), 125-138.
McRobbie, J. (2000). Career-long teacher development: Policies that make sense. Knowledge Brief.
Menon, M. E. (2012). Do beginning teachers receive adequate support from their headteachers? Educational Management Administration & Leadership, 40(2), 217-231.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage.
Muijs, D., & Lindsay, G. (2008). Where are we at? An empirical study of levels and methods of evaluating continuing professional development. British educational research journal, 34(2), 195-211.
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365-391.
Pitton, D. E. (2006). Mentoring novice teachers: Fostering a dialogue process (2nd ed.). Thousand Oaks, CA: Corwin Press.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers. Cambridge: Cambridge University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.
Rogers, D. L., & Babinski, L. M. (2002). From isolation to conversation: Supporting new teachers' development. SUNY Press.
Saldaňa, J. (2009). The coding manual for qualitative researchers. SAGE.
Sali, P., & Keçik, İ. (2018). Challenges of first years of teaching in Turkey: Voices of novice EFL teachers. English Language Teaching, (11(4), 117-131.
Stigler, J.W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273-286). Thousand Oaks, CA: Sage.
Tasker, T.C. (2014). Exploring EFL teacher professional development through lesson study: An activity theoretical approach. The Pennsylvania State University.
Varah, L. J., Theune, W. S., & Parker, L. (1986). Beginning teachers: Sink or swim? Journal of Teacher Education, 37, 30-33.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Yalcin Arslan, F. (2018). The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL Journal. DOI: 10.1002/tesj.409.
Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.