Designing a model for lesson study management in secondary schools

Subject Areas :

Fatemeh Sbbagh ¹ , Saeed Alizadeh ² , Hossainali Jahed ³ , reza sorani ⁴ , Mahmonir Bayanati ⁵

1 - Educational Management Faculty of Management, Islamic Azad University, Tehran West Branch
2 - Faculty of Management, Islamic Azad University, Tehran West Branch
3 - Department of Educational management, West Tehran branch, Islamic Azad University, Tehran, Iran.
4 - Department of Educational management, West Tehran branch, Islamic Azad University, Tehran, Iran.
5 - Department of Technology and Industrial Management, West Tehran branch, Islamic Azad University, Tehran, Iran.

Received: 2022-12-20 Accepted : 2023-06-03 Published : 2023-05-22

Keywords: mixed method approach, lesson study management, Secondary Education, Lesson study,

Abstract :

Purpose: Lesson research is a collaborative research of teachers in the school and classroom. where Based on this, the main goal of the current research is to design and present a study management model in secondary schools. Method: This mixed exploratory research was conducted with two types of qualitative and quantitative approaches. In the qualitative section, semi-structured interviews were conducted with 12 experts in the field of educational management. Then, using the qualitative data analysis of the foundation, a number of concepts were extracted and index coding was carried out. Findings: The paradigms resulting from the qualitative data analysis of the foundation are: indicators of the category of causal conditions, including social learning, improving relationships between people, mastering psychosocial functioning, recognizing social values, and strengthening individual and interpersonal skills. The indicators of the central phenomenon category include respect and mutual trust, independence and cooperation among members, exchange and transfer of knowledge, enthusiasm and inspiration, use of diverse evaluation values, respect for mutual rights, respect for teachers, and commitment and recognition of rights. The indicators of the contextual category include the indicators of encouraging and persuading innovation, trying to improve skills, improving teachers' responsibility, realistic education, exploratory education, problem-solving education, and critical thinking education. The indicators of the interfering category include the lack of appropriate educational infrastructure, time limit, non-compliance of standards with the new teacher-apprentice approach, and lack of incentives or organizational support. Indicators of the category of strategies and actions include empowering teachers, paying attention to educational rules, educational equipment, evaluating and measuring student abilities, teachers' scientific mastery and literacy on course materials, having appropriate, practical and up-to-date general information, organizing materials, focusing education on expression. Knowledge and information, establishing communication and two-way interaction, complying with educational standards and updating them, using demonstration teaching methods and personal and social development in learners. The indicators of the consequence’s category include the training of expert, skilled and professional forces, strengthening the spirit of entrepreneurship, making the learning process enjoyable, increasing efficiency and social development, and reducing costs. Conclusion: teachers, using the qualitative circles of research, teaching and learning, try to help teachers in the process of questioning, planning, action, active observation, it gathers feedback, rethinking, and learning, and encourages the exchange of opinions, experience, practical work, and learning from each other.

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