Derginin Adı: International Journal of Curriculum and Instruction
Cilt: 2019/11
Sayı: 1
Makale Başlık: An Investigation of Turkish Novice EFL Teachers’ Perceptions of Lesson Study
Makale Alternatif Dilde Başlık: Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
Makale Eklenme Tarihi: 3.6.2019
Okunma Sayısı: 1
Makale Özeti: This paper aims to investigate how three novice EFL teachers perceived Lesson Study, a Japanese professional development (PD) model, and its implications for their PD. This study was designed as a qualitative case study. The case in this study was three novice EFL teachers, who carried out Lesson Study during 2016-2017 fall term at the Department of Foreign Languages of a Turkish foundation university, and their implementation of the model. Data were collected using eight teacher reflective reports and audio recordings of 24 meetings. Data were analyzed through conceptualizing, coding and categorizing. Findings revealed that Lesson Study aroused teachers’ enthusiasm for conducting research and it also encouraged them to focus more on learning than teaching; however, the model was deemed demanding by the teachers who struggled to get accustomed to the pace of it. They suggested that a mentor would facilitate the process. In terms of its contribution to PD, teachers noted that Lesson Study encouraged them to pursue PD and reflect on their classroom practice. Findings of this study suggest that Lesson Study might be integrated into the PD of novice EFL teachers with minor adaptations and the help of a facilitator. The model might address the PD needs of novice EFL teachers who seek to work in collaboration to reflect on their classroom practice.
Alternatif Dilde Özet: Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)

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