اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 347 |
| تعداد مقالات | 2,870 |
| تعداد مشاهده مقاله | 3,258,449 |
| تعداد دریافت فایل اصل مقاله | 2,393,899 |
A Phenomenological Analysis of Lesson Study: Implications for Persian-as-a-second language (PSL) Learners’ Autonomy | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 11، دوره 10، شماره 1 - شماره پیاپی 21، فروردین 1400، صفحه 223-248 اصل مقاله (779.44 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.15788.1536 | ||
| نویسندگان | ||
| Firooz Mahmoodi* 1؛ Kiumars Taghipour2؛ Asghar Salimi3 | ||
| 1Associate Professor of Curriculum Studies, Department of Education, University of Tabriz, Tabriz, Iran | ||
| 2Educational Technology, Department of Education, University of Tabriz, Tabriz, Iran | ||
| 3Assistant professor of TESOL, department of English, University of Maragheh, Maragheh, Tabriz, Iran | ||
| تاریخ دریافت: 07 تیر 1400، تاریخ بازنگری: 21 مرداد 1400، تاریخ پذیرش: 05 شهریور 1400 | ||
| چکیده | ||
| Lesson study is a recent development in higher education to boost the quality of learning, but it has not received the attention it deserves in Iran. The aim of this qualitative study was to investigate the perceptions and experiences of 15 content teachers regarding lesson study in Tabriz. Using purposeful sampling, the researchers interviewed these teachers to understand their perceptions and experiences of lesson study. Semi-structured interviews were used to collect data. Data collection continued until saturation was reached. Thematic analysis was utilized for analyzing the data. Based on the results of the interviews, eight main themes were extracted: The perception of lesson study; insufficient teacher knowledge of the lesson study; low collaboration in the lesson study; existence of administrative limitations in the lesson study; lack of motivation in teachers; improvement of teacher-related factors; the development of collaboration; and improvement of facilities. The results suggest that teachers are not necessarily well prepared for this innovative technique, but they suggest a number of strategies to improve the quality of this technique in classrooms. The findings can be used for identifying problems, improving administration methods of lesson study schools, and the removal of obstacles and developing the knowledge and skills of lesson study. Extended Abstract: Lesson study is a recent development in Education to boost the quality of learning, but it has not received the attention it deserves in Iran. Given that the lesson study has been adapted from Japan, it is essential to examine and study its implementation and examine the strengths and weaknesses in the educational systems of different countries (Fujii, 2019; Saito, 2012; Stigler & Hiebert, 2016). Considering that lesson study has become a long-standing tradition in the Japanese educational system, and school reform and teacher education centers, the results of studies of (Emamipour & Khakbaz, 2019, Khakbaz et al., 2009, Maleki Arzin Abadi, 2016; Sobhani, 2018) showed that lesson study in Iran differs in style and implementation from that of the Japanese model and other countries. Therefore, it is necessary to study the experiences of practitioners qualitatively. Teachers sometimes face administrative difficulties and obstacles in the implementation and use of lesson study. Identifying these barriers and problems is only possible through their own experiences. This phenomenological study was conducted at the headquarters of education in East Azarbaijan, Tabriz, Iran. The headquarters of education in Tabriz is an organization with five branches. It has about 670 primary schools, 145,000 enrolled grade 1-6 students, and 3,600 primary teachers throughout Tabriz in (2018-2019) (Headquarters of education of East Azarbaijan, 2020). The participants were 15 primary teachers selected through purposeful sampling, as this was the number at which “saturation” of the data was reached. After the 15th interview, there were no new themes generated from the interviews. The primary purpose of this research was to study the experiences of teachers regarding lesson study. We selected primary school teachers who were in the lesson study team. They participated voluntarily. We provided a privacy consent agreement to protect the rights, autonomy, privacy, and confidentiality of the participants. They were fully informed of all aspects of the study, and their ways of involvement in the research. We reserved them an unconditional right of withdrawal at any time without giving any reason, obtained permission to use their data in any scientific platform such as international journals and conferences, and promised to conceal their identifiable information in the results. The research was carried out in the academic year of (2018-19). The study participants, participating in the interview voluntarily, had more than ten years of teaching experience at elementary schools. Furthermore, they had participated in the conferences in the field twice and in-service lesson study courses. A semi-structured interview was used to collect the data. The data were analyzed using the inductive thematic analysis, as one of the best-known methods for analyzing and reporting themes within qualitative data (Braun & Clarke, 2006). To analyze the data, interview transcripts were read several times independently by the research team member to minimize researcher bias. Next, open coding was used, and initial codes were generated and grouped into categories according to their similarities. Then, emergent themes were extracted, and a comprehensive analysis was done to examine how the themes contributed to an understanding of the data. Finally, each team members reviewed each other's codes and themes. To ensure the reliability of the coding and classification process of themes, Cohen’s kappa coefficient was calculated, and it was .85. Based on the results of the interviews, eight main themes were extracted: The perception of lesson study; insufficient teacher knowledge of the lesson study; low collaboration in the lesson study; the existence of administrative limitations in the lesson study; lack of motivation in teachers; improvement of teacher-related factors; the development of collaboration; and improvement of facilities. The results suggest that teachers are not necessarily well prepared for this innovative technique, but they suggest several strategies to improve the quality of this technique in classrooms. The findings can be used for identifying problems, improving administration methods of lesson study in schools, the removal of obstacles and developing the knowledge and skills of lesson study. The findings of the present study showed that teachers are not satisfied with the way lesson study is implemented in schools, and they are not well prepared for it. However, it should be noted that lesson study as a method of professional development is only theoretically discussed among teachers, and the educational system has not paid serious attention to it; most importantly, teachers and school agents do not yet view it as an improvement of teachers’ professional development. The study's findings may carry some implications for teachers’ professional development, learner autonomy, and PSL teacher action research. Teachers need to keep abreast of the latest methodological developments in the field to be able to help their students to be autonomous learners. To do so, teachers can draw on lesson study as a methodological option to share their ideas with other teachers which they can benefit from and observe how these ideas work with their students. | ||
| کلیدواژه‌ها | ||
| Perceptions؛ Teachers&rsquo؛ experiences؛ Professional development | ||
| عنوان مقاله [English] | ||
| A Phenomenological Analysis of Lesson Study: Implications for Persian-as-a-second language (PSL) Learners’ Autonomy | ||
| نویسندگان [English] | ||
| Firooz Mahmoodi1؛ Kiumars Taghipour2؛ Asghar Salimi3 | ||
| 1Corresponding Author, Associate Professor of Curriculum Studies, Department of Education, University of Tabriz, Tabriz, Iran | ||
| 2Assistant Professor of Educational Technology, Department of Education, University of Tabriz, Tabriz, Iran. | ||
| 3Assistant professor of TESOL, department of English, University of Maragheh, Maragheh, Tabriz, Iran | ||
| چکیده [English] | ||
| Lesson study is a recent development in higher education to boost the quality of learning, but it has not received the attention it deserves in Iran. The aim of this qualitative study was to investigate the perceptions and experiences of 15 content teachers regarding lesson study in Tabriz. Using purposeful sampling, the researchers interviewed these teachers to understand their perceptions and experiences of lesson study. Semi-structured interviews were used to collect data. Data collection continued until saturation was reached. Thematic analysis was utilized for analyzing the data. Based on the results of the interviews, eight main themes were extracted: The perception of lesson study; insufficient teacher knowledge of the lesson study; low collaboration in the lesson study; existence of administrative limitations in the lesson study; lack of motivation in teachers; improvement of teacher-related factors; the development of collaboration; and improvement of facilities. The results suggest that teachers are not necessarily well prepared for this innovative technique, but they suggest a number of strategies to improve the quality of this technique in classrooms. The findings can be used for identifying problems, improving administration methods of lesson study schools, and the removal of obstacles and developing the knowledge and skills of lesson study. Extended Abstract: Lesson study is a recent development in Education to boost the quality of learning, but it has not received the attention it deserves in Iran. Given that the lesson study has been adapted from Japan, it is essential to examine and study its implementation and examine the strengths and weaknesses in the educational systems of different countries (Fujii, 2019; Saito, 2012; Stigler & Hiebert, 2016). Considering that lesson study has become a long-standing tradition in the Japanese educational system, and school reform and teacher education centers, the results of studies of (Emamipour & Khakbaz, 2019, Khakbaz et al., 2009, Maleki Arzin Abadi, 2016; Sobhani, 2018) showed that lesson study in Iran differs in style and implementation from that of the Japanese model and other countries. Therefore, it is necessary to study the experiences of practitioners qualitatively. Teachers sometimes face administrative difficulties and obstacles in the implementation and use of lesson study. Identifying these barriers and problems is only possible through their own experiences. This phenomenological study was conducted at the headquarters of education in East Azarbaijan, Tabriz, Iran. The headquarters of education in Tabriz is an organization with five branches. It has about 670 primary schools, 145,000 enrolled grade 1-6 students, and 3,600 primary teachers throughout Tabriz in (2018-2019) (Headquarters of education of East Azarbaijan, 2020). The participants were 15 primary teachers selected through purposeful sampling, as this was the number at which “saturation” of the data was reached. After the 15th interview, there were no new themes generated from the interviews. The primary purpose of this research was to study the experiences of teachers regarding lesson study. We selected primary school teachers who were in the lesson study team. They participated voluntarily. We provided a privacy consent agreement to protect the rights, autonomy, privacy, and confidentiality of the participants. They were fully informed of all aspects of the study, and their ways of involvement in the research. We reserved them an unconditional right of withdrawal at any time without giving any reason, obtained permission to use their data in any scientific platform such as international journals and conferences, and promised to conceal their identifiable information in the results. The research was carried out in the academic year of (2018-19). The study participants, participating in the interview voluntarily, had more than ten years of teaching experience at elementary schools. Furthermore, they had participated in the conferences in the field twice and in-service lesson study courses. A semi-structured interview was used to collect the data. The data were analyzed using the inductive thematic analysis, as one of the best-known methods for analyzing and reporting themes within qualitative data (Braun & Clarke, 2006). To analyze the data, interview transcripts were read several times independently by the research team member to minimize researcher bias. Next, open coding was used, and initial codes were generated and grouped into categories according to their similarities. Then, emergent themes were extracted, and a comprehensive analysis was done to examine how the themes contributed to an understanding of the data. Finally, each team members reviewed each other's codes and themes. To ensure the reliability of the coding and classification process of themes, Cohen’s kappa coefficient was calculated, and it was .85. Based on the results of the interviews, eight main themes were extracted: The perception of lesson study; insufficient teacher knowledge of the lesson study; low collaboration in the lesson study; the existence of administrative limitations in the lesson study; lack of motivation in teachers; improvement of teacher-related factors; the development of collaboration; and improvement of facilities. The results suggest that teachers are not necessarily well prepared for this innovative technique, but they suggest several strategies to improve the quality of this technique in classrooms. The findings can be used for identifying problems, improving administration methods of lesson study in schools, the removal of obstacles and developing the knowledge and skills of lesson study. The findings of the present study showed that teachers are not satisfied with the way lesson study is implemented in schools, and they are not well prepared for it. However, it should be noted that lesson study as a method of professional development is only theoretically discussed among teachers, and the educational system has not paid serious attention to it; most importantly, teachers and school agents do not yet view it as an improvement of teachers’ professional development. The study's findings may carry some implications for teachers’ professional development, learner autonomy, and PSL teacher action research. Teachers need to keep abreast of the latest methodological developments in the field to be able to help their students to be autonomous learners. To do so, teachers can draw on lesson study as a methodological option to share their ideas with other teachers which they can benefit from and observe how these ideas work with their students. | ||
| کلیدواژه‌ها [English] | ||
| Perceptions, Teachers&rsquo, experiences, Professional development | ||
| مراجع | ||
|
References Akiba, M., & Liang, G. (2016). Effects of teacher professional learning activities on student achievement growth. The Journal of Educational Research, 109(1), 1-12.
Allah Karami, A. & Tofani Nejad, A. (2017). Evaluation of teachers' awareness of lesson study and explaining its relationship with psychological empowerment and job performance. Scientific Journal of Education Research, 12(52), 21-40. (In Persian).
Bae, C. L., Hayes, K. N., Seitz, J., O'Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. Teaching and teacher education, 60(8), 164-178.
Brahuei Moghadam, N. (2020). Evaluation of strategies to increase the level of preparation and language development of primary school students in bilingual areas. Quarterly Journal of Education Studies, 6(21), 118-129.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Chaichi, P., Goya, Z., Mortazi Mehrabani, N., & Saki, R. (2006). Assessing the achievement of the teacher-researcher program goals. Quarterly Journal of Education, 22(1),107-133. (Persian).
Dadsetan, P. and Majdabadi Farahani, Z. (2001). Assessing the abilities of non-Persian speaking children in Persian language at the beginning of entering the educational system. Collection of humanities articles, 1(2), 7-30.
Darling-Hammond, L., & Ball, D. L. (1998). Teaching for high standards: What policymakers need to know and be able to do. National Commission on Teaching & America's Future.
Dashti, F., Mesrabadi, J., Zavvar, T. (2017). Cluster of monolingual and bilingual students on based reading and writing problems. The Journal of New Thoughts on Education, 13(3), 187-210.
Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and plans. Educational Researcher, 38(3), 181e199.
Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
Dudley, P. (2013). Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning. Teaching and Teacher Education, 34(6), 107-121.
Dudley, P. (2013). Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning. Teaching and Teacher Education, 12(34), 107-121.
Emamipour Z., & Khakbaz, A. (2019). A study of elementary school teachers' challenges of encountering with Lesson Study. Journal of Theory & Practice in Curriculum, 7 (13) 207-234. (In Persian). http://cstp.khu.ac.ir/article-1-2959-fa.html
Farzan Pour, A., Nateghy, F. Seify, M. (2017). Reanalyzing principles that dominate desirable performance of study learning syllabus. Journal of Research in Teaching, 5(1), 127-148. (In Persian).
Fernandez, C., & Yoshida, M. (2004). Lesson study: A Japanese approach to improving mathematics teaching and learning. Lawrence Erlbaum Associates.
Fernandez, C., Cannon, J., &Chokshi, S. (2003). A US–Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and teacher education, 19(2), 171-185.
Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2), 351-362.
Fujii, T. (2019). Designing and adapting tasks in lesson planning: A critical process of lesson study. In Huang, Rongjin, Takahashi, Akihiko, da Ponte, Joao Pedro (Eds.). Theory and Practice of Lesson Study in Mathematics (pp. 681-704).
Ghanbari, M. (2018). Teachers’ Attitude toward the Lesson Study: A Mixed Method Study. Nama, 6(1), 25-41. http://nama.ajaums.ac.ir/article-1-271-fa.html (In Persian).
Headquarters of education of East Azarbaijan (2020). Statistics booklet. Unpublished document.
Khakbaz, A.S., Fadaiee, M. R., &Mosapour, N.A. (2009). The Impact of Lesson Studies on the Professional Development of Mathematics Teachers. Quarterly Journal of Education, 24(2), 123-146. (In Persian).
Lewis, C. C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54-61.
Lewis, C. C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Heinemann.
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.
Mahmoodi, F., Abdollahzadeh, M., Mansourzadeh, M. (2016). Process-oriented evaluation at elementary schools (a case study of Mamaghan region education office). Journal of Instruction and Evaluation, 9(34), 51-62. (Persian).
Maleki Arzin Abadi, O. (2016). The Role of a lesson study Workshop in the Creativity and professional development of elementary teachers in Birjand. MA Dissertation, University of Birjand, Birjand. (In Persian).
Maroofi, Y., & Karami, Z. (2015). Lesson study, a new approach to the professional development of teachers. Journal of Educational Sciences, 22(1), 39-6. DOI: 10.22055/edu.2017.10347.1044.
Matanluk, K., Johari, K., & Matanluk, O. (2013). The perception of teachers and students toward lesson study implementation at rural school of Sabah: A pilot study. Procedia-social and behavioral sciences, 90, 245-250.
NamdariPejman, M., Ghanbarian, P., Ghanbari, S., Basiri, I. (2017). Effectiveness of lesson study on teachers’ professional skills in Hamadan province exceptional education. New Educational Approaches, 12(1), 46-74. doi: 10.22108/nea.2017.21750. (In Persian).
Office of Elementary Education (2019). Regulations of lesson study. Ministry of Education. https://dabestani.medu.ir/fa/news/item/477559/%d8%b4%d9%8%d9%88%d9%87%d9%86%d8%a7%d9%85%d9%87%d8%b7%d8%b1%d8%ad%d8%af%d8%b1%d8%b3%d9%be%da%98%d9%88%d9%87%d9%8a%d9%88%d9%be%d8%b1%d9%88%da%98%d9%87%d9%87%d8%a7%d9%8a%d8%b9%d9%84%d9%85%d9%8a?ocode=1000000831 (2020/08/14). (Persian).
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365-391.
Puchner, L. D. & Taylor, A. R. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups. Teaching and Teacher Education, 22(7), 922-934. Rock, T. C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Education Quarterly, 32(1), 77-92.
Saito, E. (2012). Key issues of lesson study in Japan and the U.S.: A literature review. Professional Development in Education, 38(5), 777-789.
Saito, E., & Atencio, M. (2013). A conceptual discussion of lesson study from a micro political perspective: Implications for teacher development and pupil learning. Teaching and Teacher Education, 31, 87-95.
Saki, M. R. (2013). Lesson Study. Tehran: Iranian Student Book Agency (LSBA). (Persian).
Sarkar Arani, M. R. (2011). Lesson study as a model to promote mathematical discourse in the classroom: The case study of Fukushima junior high school. Quarterly Journal of Education, 27(1), 35-46. (In Persian).
Shingphachanh, S. (2018). Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos. International Journal for Lesson and Learning Studies, 7 (2), 150-162. https://doi.org/10.1108/IJLLS-12-2017-0062. (In Persian).
Shiralipour, A., Asadi, M., Nazari, A., Shakuri, Z. (2013). A meta-analysis study of pre-school education and bilingualism in students’ achievement. Journal of Educational Sciences, 20(1), 131-154.
Shorakai Ardakani, J., Riainejad H. & Razzaqi, H. (2013). Collection of approvals of the Education Council. Monadi Tarbiat. (Persian).
Simon and Schuster.Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Free Press.
Sobhani, R. (2018). The experiences of teachers from lesson study (A phenomenological study). MA Dissertation, University of Tabriz.
Soleymani, E. & Ahmadi, H. (2017). Identifying the obstacles to implementing lesson study: A case study of primary schools of education in Ardebil (A mixed Method). Journal of Research in Teaching, 5(1), 127-148. http://trj.uok.ac.ir/article_49220.html(In Persian).
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. Free Press.
Stigler, J. W., & Hiebert, J. (2016). Lesson study, improvement, and the importing of cultural routines. ZDM Mathematics Education, 48(4), 581-587.
Wallace, A. J. (2005). Early identification of learning disorders helps children succeed. Pediatric Annals, 34(4), 328–329.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
Acknowledgements
We would like to thank all the participants who voluntarily agreed to participate in this research project.
تحلیل پدیدارشناختی درس پژوهی: دلالتهایی بر استقلال یادگیرندگان زبان فارسی به عنوان زبان دوم
| ||
|
آمار تعداد مشاهده مقاله: 106 تعداد دریافت فایل اصل مقاله: 98 |
||