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|Title||The Effectiveness of Using the Lesson Study Model on Palestinian Secondary School Teachers' Professional Development and their Attitudes towards such a Model|
The purpose of this study was to examine the effectiveness of using the Lesson Study Model on Palestinian secondary school EFL teachers' professional development and their attitudes towards such a model. To achieve the study aims, the researcher adopted the descriptive analytical approach with a purposive sample of (20) male and female participant teachers from three schools in the Governorate of Khanyounis, Western Directorate of Education. To collect data for the study, the researcher designed an observation card as a major tool, a lateral thinking test and an interview administered on (10) participants. After the validity and reliability of the study tools were examined, they were implemented on the study sample in the school year 2013-2014. The teachers were involved in the pre and post treatments of the observations, the lateral thinking tests, and the complete cycle of Lesson study sessions. To statistically analyze the gathered data, the researcher used Wilcoxon Z test, Eta square, Cooper formula, means, Alpha Cronbach, Pearson Coefficient and Kuder-Richardson (K-R21) formula. The findings of the study revealed that there were significant differences at (α ≤ 0.05) in secondary school EFL teachers' verbal interaction due to the use of Lesson Study collaborative cycle. The findings also pointed out that there were statistically significant differences at (α ≤ 0.05) in secondary school teachers' lateral thinking owing to the application of Lesson Study collaborative team work. Additionally, Lesson Study process effectively assisted the teachers in improving their teaching practices and their career loyalty. Finally, the findings revealed that Lesson Study Model had a large effect size on teachers' professional development. Based upon the previous findings, the current study recommended the adoption of Lesson Study, holding educational courses and workshops for teachers in general and of English in particular focusing on employing Lesson Study to enrich and develop teachers' instructional practices. It also suggested that further research should be conducted on the effect of Lesson Study on English teachers teaching other school stages and teachers of other school subjects, teachers' and students' creative thinking skills as well as the treatment of learning difficulties in English.
|Publisher||الجامعة الإسلامية - غزة|
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