Marivic D. Labitad^{1, 2,}, Laila S. Lomibao²

The COVID-19 pandemic resulted a drastic change in the educational landscape across the world, which force education leaders to come up with teacher professional development (TPD) activities to provide support for teachers to overcome the sudden learning modality change and to ensure that quality education is not compromised. Hence, this descriptive research was undertaken to explore the teachers’ lived experiences, challenges and perception on the newly introduced Online Lesson Study (O-LS) as a TPD. The five (5) English teachers took part of the O-LS as TPD. There were 2 research instruments used, the structured guide questionnaires for the FGD, and the self-test checklist for the teachers’ perception on O-LS as TPD. Thematic analysis was used for the qualitative data gathered and percentages for the qualitative responses on the teachers’ perceptions of the O-LS as a TPD. Results showed that teachers highly appreciated and well accepted O-LS as a TPD. Teachers find the O-LS TPD as an opportunity for intrapersonal and professional growth. There were few challenges in the implementation of O-LS, however it can be worked out. Thus, it is forwarded that administrators to organize an online lesson study through in-service trainings. Further, similar studies may be conducted in other subjects and may consider other factors such as coordination of work assignment, gathering of students’ responses as bases for lesson design, teachers’ preparation for discussion and internet signal which are found as challenges in the implementation of O-LS.

modular distance learning, Online-lesson study, O-LS, teacher professional development, TPD