Impact of Lesson Study Practice on the Teaching Practices of Teachers in a Schools-District of Quirino, Philippines

Magdalena U. Aquino^1, and Romiro G. Bautista²

¹Principal, Victoria National High School, Quirino, Philippines

²International Relations Officer, Quirino State University, Philippines

Cite this paper:
Magdalena U. Aquino and Romiro G. Bautista. Impact of Lesson Study Practice on the Teaching Practices of Teachers in a Schools-District of Quirino, Philippines. American Journal of Educational Research. 2023; 11(11):746-751. doi: 10.12691/education-11-11-3

Abstract

Lesson Study emerges as a potent avenue for Professional Learning and Development particularly within a schools-district of Quirino, Philippines. This is significantly impacting teachers' teaching practices and optimizing classroom experiences for learners. The descriptive research design was employed to 51 teacher-implementers, which aimed at determining the impact of the LS practice that started in 2017 on the teaching practices of the teachers. The study's findings underscore LS's positive influence on the teaching skills and practices, encompassing domains like Assessment of Students Learning, Content Knowledge, Teaching Strategies, Lesson Planning, Quality of Teaching, and Teaching Climate. This multifaceted impact highlights LS as a comprehensive and effective approach for educator’s growth, simultaneously elevating the overall quality of education provided to students in the locale of the study.

Keywords:
lesson study professional development teacher development

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Bautista, RG., Benigno, VG., Camayang, JG., Ursua, JC., Agaloss, CG., Ligado, FNG., & Buminaang, KN. (2017). Continuing professional development Program as evidenced by the lenses of QSU licensed professional teachers. American Journal of Educational Research, 5(11), 1172-1176.
[2]	Bayram İ. & Bıkmaz F. (2021). Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey. SAGE Open.
[3]	Ponte, J. P., Quaresma, M., Mata-Pereira, J., & Baptista, M. (2016). O estudo de aula como processo de desenvolvimento profissional de professores de matemática [Lesson study as a professional development process for mathematics teachers]. Bolema, 30(56), 868-891.
[4]	Fang, Y., Paine, L., & Huang, R. (2022), "Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform", International Journal for Lesson and Learning Studies, Vol. 11 No. 2, pp. 49-59.
[5]	Zhao, W., Huang, R., Cao, Y., Ning, R., & Zhang, X. (2022), "A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China", International Journal for Lesson and Learning Studies, Vol. 11 No. 2, pp. 133-146.
[6]	Richit, A., Ponte, J. P., & Tomkelski, M. L. (2020). Desenvolvimento da prática colaborativa com professoras dos anos iniciais em um estudo de aula [Development of collaborative practice with teachers from the early years in a lesson study]. Educar em Revista, 36(2/3), 1-24.
[7]	Bautista, RG. & Baniqued, WB. (2021). From competition to collaboration: Unraveling teachers’ lesson study experiences. International Journal of Evaluation and Research in Education, 10(3), 921-929.
[8]	Bautista, RG., Samoy, HF, Cua, DCE., Indunan, CR., & Celestino, KGN. (2023). Lesson study and its impact on professional development: The case of Quirino Province, Philippines. International Journal of Social Sciences & Humanities, 8(2), 73-86. http://ijssh.ielas.org/index.php/ijssh/article/view/74/79.
[9]	Zhang, H. & Luo, S. (2022), "Facilitating EFL teachers’ professional development through CLS of English literature instruction", International Journal for Lesson and Learning Studies, Vol. 11 No. 2, pp. 60-72.
[10]	Schipper, T., Goei, S.L., de Vries, S., & van Veen, K. (2017), “Professional growth in adaptive teaching competence as a result of Lesson Study”, Teaching and Teacher Education, Vol. 68, pp. 289-303.
[11]	Takahashi, A., Ustuk, Ö., & Çomoglu, I. (2019). Lesson Study for Professional Development of English Language Teachers: Key Takeaways from International Practices. Journal on Efficiency and Responsibility in Education and Science, 12(2), 41- 50.