An Exploration of the Lesson Study Approach in Teaching: How Does LS Work and What are the Possible Opportunities and Limitations?

Abstract

The current research investigated how Lesson Study influenced the professional growth of teachers and the perceptions of students regarding teaching and learning within a higher education environment. This study engaged three practicing English educators and their classes. These teachers collaborated to design, deliver, and assess three research-based lessons. The lessons were recorded, and observers documented their observations. Data was gathered through interviews, feedback from the teachers, and the analysis of observation notes and audio recordings. The results indicate that the collaborative setting of Lesson Study supported teachers in enhancing their subject knowledge, teaching strategies, and observation abilities. Additionally, Lesson Study encouraged them to reflect on their teaching methods. The students' performances during the research lessons and their feedback highlighted the positive impact of these lessons on their learning experiences. Lesson Study offers teachers a chance to enhance their professional skills by aligning their development with the specific needs of their students and the context in which they teach. This collaborative approach enriches their knowledge and understanding of effective instructional practices. The study suggests adopting Lesson Study as an innovative approach to teacher professional development instead of the traditional training programs in the region. It also outlines implications for successful implementation and offers suggestions for future research endeavors.