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      Teacher educators’ understanding of integrating lesson study into pre-service teacher education

      * ,
      Journal of Adult Learning, Knowledge and Innovation
      Akadémiai Kiadó
      teacher educator, lesson study, pre-service teacher education

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          Abstract

          In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

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          Author and article information

          Contributors
          Journal
          2059
          Journal of Adult Learning, Knowledge and Innovation
          JALKI
          Akadémiai Kiadó (Budapest )
          2631-1348
          21 December 2021
          01 February 2022
          : 4
          : 2
          : 52-61
          Affiliations
          [1] Eötvös Loránd University (ELTE) , Hungary
          Author notes
          [* ]Corresponding author. E-mail: yinmar.win@ 123456ppk.elte.hu
          Author information
          https://orcid.org/0000-0002-4851-0873
          Article
          10.1556/2059.2021.00047
          231a7bab-791e-4fc2-a21a-af323eca085a
          © 2021 The Author(s)

          Open Access. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited, a link to the CC License is provided, and changes – if any – are indicated. (SID_1)

          History
          : 09 July 2021
          : 17 October 2021
          Page count
          Tables: 1, Equations: 0, References: 32, Pages: 10
          Custom metadata
          1

          Evolutionary Biology,Medicine,Psychology,Educational research & Statistics,Social & Behavioral Sciences
          lesson study,pre-service teacher education,teacher educator

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