Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky
DOI:
https://doi.org/10.12928/eltej.v2i2.1241Keywords:
lesson study, teacher knowledge, sociocultural theory, teacher professional developmentAbstract
Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process.
Â
References
Bocala, C. (2015). From Experience to Expertise The Development of Teachers’ Learning in Lesson Study. Journal of Teacher Education, 66 (4) 349-362 doi.org/10.1177/0022487115592032
Bonk, C. J., & Kim, K. A. (1998). Extending sociocultural theory to adult learning in M. C. Smith & T. Pourchot (Ed.) Adult learning and development: Perpectives from educational psychology (pp. 67-88) New York, Routledge.
Burghes, D., & Robinson, D. (2010). Lesson study: enhancing mathematics teaching and learning. Reading: CfBT.
Farrell, T. S. (2015). Reflective language teaching: From research to practice. New York, N.Y.: Bloomsbury Publishing.
Hendayana, S. (2015). Teacher learning through Lesson Study in Indonesia in K. Wood and S. Sithamparam (Ed.), Realising learning: Teachers’ professional development through lesson and learning study (pp. 62-77.
Krueger, R. A., & Casey, M. A. (2014). Focus groups: A practical guide for applied research. Singapore: Sage publications.
Lambert, V. A., & Lambert, C. E. (2012). Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 16(4), 255-256.
Lantolf, J. P., & Beckett, T. G. (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(04), 459-475.
Lewis, C., Perry, R., & Friedkin, S. (2009). Lesson study as action research in S. Nofke & B. Somekh (Ed.) The SAGE handbook of educational action research (pp. 142-154). London: Sage Publication Ltd.
Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership, 61(5), 18.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.
Lewis, C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river. American Educator, 22(4), 12-17.
Lie, A. (2007). Education policy and EFL curriculum in Indonesia: Between the commitment to competence and the quest for higher test scores. TEFLIN Journal, 18(1), 01-15.
Lim, C. S., White, A. L., & Chiew, C. M. (2005). Promoting mathematics teacher collaboration through lesson study: What can we learn from two countries’ experience. Paper presented at the Proceedings of the 8th International Conference of the Mathematics Education into the 21st Century Project:" Reform, Revolution and Paradigm Shifts in Mathematics Education.
Marsigit. (2015). Mathematics teachers professional development through lesson study in Indonesia in M. Inprasitha, M. Isoda, P. W. Iverson, & B. H. Yeap (Eds.) Lesson Study: Challenges in Mathematics Education (Vol. 3, pp. 229-241). Singapore: World Scientific. doi.org/10.1142/9789812835420_0015
Nurkamto, J. (2000). Problema pengajaran bahasa Inggris di Indonesia. Retrieved from www.e-li.org website.
Patton, M. Q. (2002). Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, CA: Sage.
Saito, E., Imansyah, H., Kubok, I., & Hendayana, S. (2007). A study of the partnership between schools and universities to improve science and mathematics education in Indonesia. International Journal of Educational Development, 27(2), 194-204.
Soviyah. (2018). Lesson study: What do pre-service teachers tell? Ahmad Dahlan Journal of English Studies, 5(1), 12-19.
Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Free press.
Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster.
Supriatna, A. (2011). Indonesia’s issues and challenges on teacher professional development. CICE Series, 4(2), 29-42.
Suratno, T. (2012). Lesson study in Indonesia: an Indonesia University of Education experience. International Journal for Lesson and Learning Studies, 1(3), 196-215.
Tall, D. (2008). Using Japanese lesson study in teaching mathematics. Scottish Mathematical Council Journal, 38, 45-50.
Tasker, T. C. (2014). Exploring EFL teacher professional development through lesson study: An activity theoretical approach (Unpublished Doctoral Dissertation). Pennsylvania: The Pennsylvania State University.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard: Harvard University Press.
Yoshida, M. (1999). Lesson study: A case study of a Japanese approach to improving instruction through school-based teacher development.(Unpublished Doctoral Dissertation) University of Chicago, Department of Education.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
