Evaluation of the teaching practice course carried out with the Lesson Study Model

Keywords: lesson study, teaching practice, professional development, pre-service teacher, action research

Abstract

The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities.

Received: 14 April 2020
Accepted: 22 October 2020

Author Biographies

Şeyma Şahin, Duzce University

Works as a professor at Educational Sciences department of Faculty of Education, Duzce University, Turkey. He works on teacher training, curriculum development, teaching methods and techniques, values education, democracy and human rights, measurement and evaluation, etc. Mail: abdurrahmankilic@duzce.edu.tr

Abdurrahman Kılıç

Received her PhD degree from Duzce University, Institute of Social Sciences, Curriculum and Instruction program. She works on student-centred education, program development, teaching methods and techniques, values education, democracy and human rights. Currently she works as a teacher of Religious Culture and Moral Knowledge Course in a secondary school affiliated with the Ministry of Education. Mail: seyymasahin@gmail.com

References

Aktürk, Durdu Nur. “Examination of the Mathematics Teachers’ Views on the STEM Activities Developed within the Scope of Lesson Study.” Master diss., Eskisehir Osmangazi University, 2019.

Aldemir, Ruhşen. “Investigation Development of Prospective Mathematic Teachers’ Technological Pedagogical Content Knowledge by Micro Teaching Lesson Study: The Case of Solid Objects.” Master diss., Atatürk University, 2017.

Arastaman, Gökhan. “Examination of Education and Arts and Sciences Faculty Students’ Self-Efficacy Beliefs and Their Attitudes Toward Teaching Profession.” KEFAD 14, no. 2 (2013): 205-217.

Arseven, Ayla, Burcu Moroğlu, and Ebru Aldığ. “Examination of Prospective Turkish Language Teachers and Turkish Language and Literature Teachers’ Self-Efficacy Beliefs.” IJOESS 6, no. 21 (2015): 48-66.

Aslan, Mustafa, and Mecit Sağlam. “Evaluation of Teaching Practice Course According to Opinions of Student Teachers.” Hacettepe University Journal of Education 33, no. 1 (2018), 144-162.

Ayantaş, Tolgahan. “Lesson Study Practice in The Development of Professional Teaching Knowledge of Pre-Service Teachers of Social Studies.” Master diss., Ankara University, 2019.

Baki, Müjgan, and Selahattin Arslan. “Examining the Effect of Lesson Study on Prospective Primary Teachers’ Knowledge of Lesson Planning.” Turkish Journal of Computer and Mathematics Education 6, no. 2 (2015): 209-229.

Baş, Gökhan. “The Effects of Cooperative Learning Method on Students’ Achievement, Their Attitude Towards the Lesson and the Maintenance Levels of Their Achieved Knowledge in English Lessons.” National Education, no. 184 (2009): 240-256.

Bayram, İlknur, and Fatma Bıkmaz. “Exploring the Lesson Study Experience of EFL Instructors at Higher Education: A Pilot Study.” Journal of Qualitative Research in Education 6, no. 3 (2018): 313-340.

Birel, Gamze Kurt. “A New Approach in the Context of Mathematics Education Research: Lesson Study.” Studies in Educational Research and Development 1, no. 1 (2017): 60-82.

Bjuland, Raymond, and Reidar Mosvold. “Lesson Study in Teacher Education: Learning From a Challenging Case.” Teaching and Teacher Education, no. 52 (2015): 83–90.

Boran, Elif, and Kamuran Tarım. “The Opinions of Secondary School Mathematics Teachers about the Lesson Study.” Turkish Journal of Computer and Mathematics Education 7, no. 1 (2016): 259-273.

Brinkmann, Svend. Qualitative Interviewing: Understanding Qualitative Research. New York: Oxford University Press, 2013.

Budak, İbrahim, Ayfer Budak, Işıl Bozkurt, and Bülent Kaygın. “Lesson Study Implementation with Pre-Service Mathematics Teachers.” e-Journal of New World Sciences Academy 6, no. 2 (2011): 1606-1617.

Çelik, Yaşar, and İbrahim Gül. “Evaluation of Teaching Practice Course According to Teacher Candidate’s Opinions.” Asian Journal of Instruction 6, no. 2 (2018): 81-103.

Coenders, Fer, and Nellie Verhoef. “Lesson Study: Professional Development (PD) for Beginning and Experienced Teachers.” Professional Development in Education 45, no. 2 (2018): 217-230.

Coşkun, Abdullah. “The Application of Lesson Study in Teaching English as a Foreign Language.” Inonu University Journal of the Faculty of Education 18, no. 1 (2017): 151-162.

Dağ, Serap Akbaba. “A microteaching Lesson Study Practice to Improve Pre-Service Teachers’ Knowledge of Teaching Fractions.” PhD diss., Dumlupınar University, 2014.

Dönmez Usta, Necla, and Ebru Turan Güntepe. “Opinion of the Pre-service Teachers on School Experience and Teaching Practice.” Journal of International Social Research 9, no. 42 (2016): 1214-1223.

Elkatmış, Metin, Murat Demirbaş, and Nurcan Ertuğrul. “Self-Efficacy Beliefs of Students Who Take the Pedagogic Training Program in the Faculty of Arts and Sciences and Students in the Education Faculty Towards Teaching Profession.” Pegem Journal of Education and Instruction 3, no. 3 (2013): 41-50.

Gözel, Emine. “Study of Progress of Class Teachers’ Knowledge of Problem- Solving Based Math Teaching by Lesson Study.” PhD diss., Pamukkale University, 2016.

Günay, Rafet, Banu Yücel Toy, and Elif Bahadır. “Lesson Study Model in Teacher Education and a Proposal toward Pre-service Teaching Practices in Turkey.” Journal of International Social Research 9, no. 42 (2016): 1224-1236.

Güner, Pınar, and Didem Akyüz. “Lesson Study Professional Development Model: Investigating Noticing Skills of Prospective Mathematics Teachers.” Elementary Education Online 16, no. 2 (2017): 428-452.

Hamzeh, Fouada. “Lesson Study-Building Communities of Learning Among Pre- Service Science Teachers” Master diss., University of Windsor, 2014.

Iksan, Zanaton Hj, Siti Nor Aishah Mohd Nor, Siti Nordiyana Mahmud, and Effandi Zakaria. “Applying the Principle of “Lesson Study” in Teaching Science.” Asian Social Science 10, no. 4 (2014): 108-113.

Kandemir, Esin Meral. “An Application to Improve Teaching Skills of Classroom Teachers: Lesson Study.” PhD diss., Pamukkale University, 2018.

Kaya, Ümit. “Evaluation of Lesson Study Model Based Professional Development Applications of High School Mathematics Teachers” Master diss., Cumhuriyet University, 2018.

Kılıç, Abdurrahman, Mustafa Aydın, Burcu Ökmen, and Şeyma Şahin. Kuramdan Uygulamaya İhtiyaç Belirleme. Ankara: Pegem Yayıncılık, 2019.

Kükey, Hilal. “An Investigation of the Course Planning Process of Pre-Service Primary School Mathematics Teachers on Fifth Grade Fractions Topic Based on Lesson Study Model” PhD diss., İnonu University, 2018.

Mannathoko, Magdeline. “Does Teaching Practice Effectively Prepare Student- Teachers to Teach Creative and Performing Arts? The Case of Botswana.” International Journal of Higher Education 2, no. 2, (2013): 115-121.

McKernan, James. Curriculum Action Research. A Handbook of Methods and Resources for the Reflective Practitioner. London: Kogan Page, 1991.

Meiliasari, Meiliasari. “Lesson Study with Pre-Service Teachers: Investigating the Learning of Pre-Service Teachers in Lesson Study Model of Teaching Practice Course.” Fifth International Conference on Science and Mathematics Education CoSMEd, Malaysia, 2013.

Merdekawati, K. “The Implementation of Lesson Study to Improve the Teaching Skills of Chemistry Teacher Candidates.” International Conference on Science and Technology, Indonesia, 2018.

Mungure, Daudi Mika. “An Exploration of the Preparation and Organization of Teaching Practice Exercise to Prospective Science and Mathematics Teachers Toward Improving Teaching Profession at Morogoro Teachers’ College.” Journal of Education and Practice 7, no. 33 (2016): 212-220.

Ngang, Tang Keow, and Lim Chap Sam. “Principal Support in Lesson Study.” Procedia-Social and Behavioral Sciences, no. 205 (2005): 134-139.

Özdemir Baki, Gülşah. “Investigating the Development Process of Secondary Mathematics Teachers’ Mathematical Pedagogical Content Knowledge: Lesson Study Model.” PhD diss., Atatürk University, 2017.

Özen, Deniz. “Development of Geometric Thinking of Elementary School Mathematics Teachers: A Lesson Study.” PhD diss., Anadolu University, 2015.

Paker, Turan. “Problems of Student Teachers Regarding the Feedback of University Supervisors and Mentors During Teaching Practice.” Pamukkale University Faculty of Education Journal 1, no. 23 (2008): 132-139.

Rock, Tracy C., and Cathy Wilson. “Improving Teaching Through Lesson Study.” Teacher Education Quarterly 32 (2005): 77-92.

Rots, Isabel, Antonia Aelterman, Geert Devos, and Peter Vlerick. “Teacher Education and the Choice to Enter the Teaching Profession: A Prospective Study.” Teaching and Teacher Education 26, (2010): 1619-1629.

Şan, Selda, and Zafer İbrahimoğlu. “The Impact of Using Student-Centered Activities on Students’ Academic Achievement in Social Studies Course and Student’s Views.” Abant Izzet Baysal University Faculty of Education Journal 17, no. 4 (2017): 2142-2159.

Serbest, Ayşegül. “The Examination of Lesson Study’s Impacts with Meta-Synthesis” Master diss., Karadeniz Tecnical University, 2014.

Taylor, C., Wilkie, M., and Baser, J. Doing Action Research: A Guide for School Support Staff. London: Paul Chapman Publishing, 2006.

Tok, Şükran. “The Problems of Teacher Candidate’s about Teaching Skills During Teaching Practice.” Procedia Social and Behavioral Sciences, no. 2 (2010): 4142–4146.

Topan, Beyda. “Effects of Student-Centered Methods on Academic Achievement and Attitude towards the Subject: A Meta Analysis Study.” Master diss., Kocaeli University, 2013.

Vaughna, Margaret, Seth A. Parsons, Susan Kologi, and Melissa Saul. “Action Research as a Reflective Tool: A Multiple Case Study of Eight Rural Educators’ Understandings of Instructional Practice.” Reflective Practice 15, no. 5 (2014): 634–650.

Yeşilyurt, Etem, and Çetin Semerci. “The Problems and Their Solutions of Practice Teachers in Teaching Practice Process.” Akademik Bakış Dergisi, no. 27 (2011): 1-23.

Yurdakul, Ramazan. “Designing and Evaluation of a Web Site to Facilitate the Implementation Lesson Study Model in In-Service Trainings of Mathematics Teachers.” Master diss., Cumhuriyet University, 2019.

Zhou, George, and Judy Xu. “Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science Through Inquiry.” International Journal of Education in Mathematics, Science and Technology (IJEMST) 5, no. 3 (2017): 235-247.

Published
2020-11-26
How to Cite
Şahin, Şeyma, and Abdurrahman Kılıç. 2020. “Evaluation of the Teaching Practice Course Carried Out With the Lesson Study Model”. Tuning Journal for Higher Education 8 (1), 99-127. https://doi.org/10.18543/tjhe-8(1)-2020pp99-127.