ERBİLGİN, Evrim Muğla Sıtkı Koçman Üniversitesi - Eğitim Fakültesi - İlköğretim Bölümü, turkey

Preservice Elementary School Teachers’ Perceptions about Lesson Study

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Lesson study, originated in Japan, is a professional development activity that teachers collaboratively engage in lesson planning, teaching, revision, and reflection. This paper describes a research on lesson study conducted by preservice elementary school teachers. The goal of the study was to analyze preservice teachers’ perceptions about lesson study. The participating preservice teachers completed a lesson study evaluation form that consisted of 12 likert type questions and 2 open-ended questions. Responses to the likert type questions were analyzed by calculating the frequency, mean, and percent values. Responses to the open-ended questions were analyzed by open-coding the data. Findings showed that the preservice teachers thought that engaging in lesson study was a worthwhile endeavor for their growth as teachers. In the paper, preservice teachers’ opinions on several components of the lesson study are discussed and suggestions for future study are shared.

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lesson study , teacher education , professional development , perceptions of student teachers

Dicle University Journal Of Ziya Gökalp Faculty Of Education

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