A Collaborative Approach in Professional Development: Lesson Study

Erhan BOZKURT, İffet Elif YETKİN-ÖZDEMİR

Abstract


Research has shown that traditional teacher education practices, which have been carrying out in the form of seminars, are inadequate in contributing to the professional development of teachers. Currently, in line with the modern approaches of learning (e.g. social constructivist, socio-cultural approach) that emphasize the social and contextual aspects of learning, there is a growing demand on collaborative professional development models. These models have begun to be employed in many countries’ teacher education systems. Lesson study, which was developed in Japan, is one of the collaborative professional development models that commonly employed in many countries. The aim of this study is to introduce this model that has been quite new and different for Turkish teacher education system. For this purpose, basic concepts, objectives, types of implications, and processes of lesson study have been presented.

Keywords


Lesson study, professional development; teacher education; social constructivism

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References


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DOI: https://doi.org/10.24106/kefdergi.375675

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