A Feasibility Study of Lesson Study Implementation for Iranian English Teachers' Professional Development: Managers' Insights
محورهای موضوعی : Teacher training and professional development in second language instruction
Reza Hadinezhad
1
,
Mohammad Reza Amirian
2
,
Mohammad Davoudi
3
1 - Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran
2 - Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran
3 - Department of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran
کلید واژه: EFL Teachers, Lesson Study, Teacher Professional Development, Collaborative Learning, Teacher Reflection,
چکیده مقاله :
Recent studies have identified Lesson Study as an effective professional development activity for language teachers, emphasizing its potential to enhance teaching practices through collaborative planning, observation, and reflection (Lewis et al., 2022). This study investigated the feasibility of implementing LS for Iranian English teachers' professional development, using content analysis and quantitative analysis of code frequencies to assess LS's recognition and applicability. Semi-structured interviews were conducted with six institute managers, utilizing 13 open-ended questions. After transcribing the interviews, 14 codes were identified through deductive descriptive coding: belief, cognition, efficiency, implementation, preference, obstacles, financial issues, voluntary implementation, permission, class observation, interaction, collaboration, teacher, and teaching. Among these, cognition, efficiency, and implementation emerged as the most critical factors. Findings revealed that LS was not recognized by most English institute managers. However, its positive effects on EFL teachers' perceptions highlighted its value as a professional development approach. Despite these advantages, LS was deemed inapplicable in Iran due to a lack of relevant knowledge and understanding among educators. The study concludes that implementing LS in Iranian English institutes requires cultural and contextual adaptation. To establish LS as a professional development tool, it must be effectively promoted and understood within the local educational framework.
Recent studies have identified Lesson Study as an effective professional development activity for language teachers, emphasizing its potential to enhance teaching practices through collaborative planning, observation, and reflection (Lewis et al., 2022). This study investigated the feasibility of implementing LS for Iranian English teachers' professional development, using content analysis and quantitative analysis of code frequencies to assess LS's recognition and applicability. Semi-structured interviews were conducted with six institute managers, utilizing 13 open-ended questions. After transcribing the interviews, 14 codes were identified through deductive descriptive coding: belief, cognition, efficiency, implementation, preference, obstacles, financial issues, voluntary implementation, permission, class observation, interaction, collaboration, teacher, and teaching. Among these, cognition, efficiency, and implementation emerged as the most critical factors. Findings revealed that LS was not recognized by most English institute managers. However, its positive effects on EFL teachers' perceptions highlighted its value as a professional development approach. Despite these advantages, LS was deemed inapplicable in Iran due to a lack of relevant knowledge and understanding among educators. The study concludes that implementing LS in Iranian English institutes requires cultural and contextual adaptation. To establish LS as a professional development tool, it must be effectively promoted and understood within the local educational framework.
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