The Implementation of Lesson Study Programme for Developing Professionalism in Teaching Profession

Jimmi Copriady

Abstract


The aim of this study was to identify teachers view in relation with the implementation of Lesson Study, a program of professional development for teachers. An action research was conducted by using a questionnaire to gauge teachers’ acceptance of Lesson Study. The sample consisted of 40 teachers from High Schools (SMA) in Indonesia were recruited for this study. The implementation of Lesson Study involves four stages: planning, micro teaching, discussion and reflection. For the pilot study, Cronbach's Alpha reliability for the items ranges from 0.82 to 0.93. The results showed that Chemistry and English teachers’ acceptance of Lesson Study program is high compared with the teachers of other subjects which is moderate. For the aspects of differences in the acceptance of Lesson Study program based on different fields, there was no significant difference between the teachers of Science and Social Science. The overall results showed that acceptance and understanding about Lesson Study program was still at a moderate level. The study also found that professional development program through Lesson Study program enables subject teachers to be monitored each other through the concept of collaborative work in improving pedagogical skills. The results showed that the expansion of the teaching process through Lesson Study program can be used as a program for teachers’ professional development. There are significant differences among the perspectives of teachers teaching different subjects about Lesson Study. However, all teachers showed good perception in relation to the implementation of Lesson Study. It is proposed that Lesson Study is used as an alternative approach to solve the problems that the teachers are facing in the implementation of teaching and learning.

Full Text: PDF DOI: 10.5539/ass.v9n12p176

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This work is licensed under a Creative Commons Attribution 3.0 License.

Asian Social Science   ISSN 1911-2017 (Print)   ISSN 1911-2025 (Online)

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