The Effectiveness of Lesson Study as a Professional Development Approach for Omani Teachers

Abstract

This study is proposed to adopt Lesson Study (LS) as a collaborative professional development approach. Therefore, the main purpose of this study is to investigate whether the Lesson Study approach has an effect on teacher’s professional development across the Lesson Study classroom conferences. Data collected through mixed methods resources including audio-recording of classroom observations, audio recording of post-class conferences and my field notes. The data disclosed an increase improvement in teachers’ teaching quality practices throughout the Lesson Study cycles. The study revealed also that there was a gradual increase in the teachers’ critical reflection. This study, as one of the initial trials to be implemented in the Omani context, may contribute to the in-service professional development. The study may encourage stakeholders in the MOE (Ministry of Education) to take the lead in adopting the Lesson Study approach within the current in-service professional programme.

Keywords: Professional development, Lesson Study, Bloom Taxonomy, mediation, scaffolding

DOI: 10.7176/JEP/14-26-07

Publication date:September 30^th 2023