PROMOTING ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT (TPD) THROUGH THE PRACTICE OF LESSON STUDY

Yanuarti Apsari; Isry Laila Syathroh; Rissa San Rizqiya

doi:10.19105/ojbs.v11i2.1496

Yanuarti Apsari STKIP Siliwangi Bandung
Isry Laila Syathroh STKIP Siliwangi Bandung
Rissa San Rizqiya STKIP Siliwangi Bandung

https://doi.org/10.19105/ojbs.v11i2.1496

Abstract views: 377 ,

PDF downloads: 141

Keywords: Lesson Study, Teacher Professional Development (TPD)

Abstract

This paper sheds some lights on the practice of lesson study conducted in higher education level in relations to teacher professional development. This study employed an explorative research design which involved a team of three English teachers of STKIP Siliwangi and one class of English Department. The team was involved in jointly designing, teaching, researching, refining a research lesson. The research was conducted in three cycles, in which each cycle was evaluated. The data were collected through two instruments: classroom observation and teachers’ reflective notes. The result revealed that the practice of lesson study can create multiple pathways for teaching improvement, especially in terms of collaborative activities done by teachers involved in the lesson study team. The result also revealed that the practice of lesson study the practice of lesson study can improve not only students’ academic skills, but also students’ social skills.

Downloads

Download data is not yet available.

References

Avalos, Beatrice. “Teacher Professional Development in Teaching and Teacher Education over Ten Years.” Teaching and Teacher Education 27, no. 1 (January 2011): 10–20. https://doi.org/10.1016/j.tate.2010.08.007.

Cerbin, William, and Bryan Kopp. “Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching.” International Journal of Teaching and Learning in Higher Education 18, no. 3 (2006): 250–257.

Davut Göker, Suleyman. “Use of Reflective Journals in Development of Teachers’ Leadership and Teaching Skills.” Universal Journal of Educational Research 4, no. 12A (December 2016): 63–70. https://doi.org/10.13189/ujer.2016.041309.

Department of Education. (2010). Improving subject pedagogy through lesson study; A handbook for leading teachers in Mathematics and English. Available at: www.education.gov.uk. {retrieved on Nopember 2, 2017}

Desimore, et al. (2002). Effects on professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24 (2) pages 81-112.

Fajar, Isti. “PERKEMBANGAN LESSON STUDY DI INDONESIA.” Accessed November 23, 2017. http://istifajar.blogspot.com/2012/09/perkembangan-lesson-study-di-indonesia.html.

Fernandez, Clea, Joanna Cannon, and Sonal Chokshi. “A US–Japan Lesson Study Collaboration Reveals Critical Lenses for Examining Practice.” Teaching and Teacher Education 19, no. 2 (February 2003): 171–85. https://doi.org/10.1016/S0742-051X(02)00102-6.

Fraenkel, J. R., dan Wallen, N. (2008). How to Design and Evaluate Research in Education. New York: McGraw-Hill.

Harmer, Jeremy. The Practice of English Language Teaching. England: Longman, 2001.

Lenski, S.J. and Caskey, M.M. Using lesson study approach to plan for student learning. Middle School Journal, January 2009 pages 50-57.

Musthafa, Bachruddin. Teaching English to Young Learners: Principles and Technique. Bandung: School of Postgraduate Studies (SPs) Indonesia University of Education (UPI), 2008.

Schreiber, J., dan Asner-Self, K. Educational Research: The Interrelationship of Questions. Sampling, Design, and Analysis. New Jersey: John Willey & Sons, Inc, 2011

Stepanesk, et al. A practical guide for Teachers and Facilitators. A Handbook of Lesson Study in Hillgrove Secondary School, 2005.