The Impact of School-Based Professional Development Program Utilizing the Lesson Study Model on The EFL in-Service Teacher's Performance
| المصدر: | مجلة التربية |
|---|---|
| الناشر: | جامعة الأزهر - كلية التربية |
| المؤلف الرئيسي: | Mostafa, Asmaa Abd Almoneim (Author) |
| المجلد/العدد: | ع133, ج5 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2007
|
| التاريخ الهجري: | 1428 |
| الشهر: | ديسمبر |
| الصفحات: | 175 - 204 |
| ISSN: |
1110-323X |
| رقم MD: | 770674 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
75
| المستخلص: |
This study assesses the impact of a school-based professional development (SPD) program, using the lesson study model on in-service teachers, by comparing SPD and non-SPD in- service teachers’ teaching performances. In lesson study a small group of instructors jointly designs, teaches, studies and refines a single class lesson called a research lesson. This paper describes how EFL in-service teachers can do lesson study in their classrooms. The study explores how the practice of lesson study creates multiple pathways for improving teaching and how the knowledge teachers create can help to advance the practice of teaching in their fields. Data sources included student teaching evaluations and portfolio presentations. Statistical analyses revealed that SPD in-service teachers scored significantly higher than non-SPD teachers on teaching aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations revealed that SPD in-service-teachers showed greater ownership of their school and classroom and more sophistication in applying and integrating -teaching aspects defined by national standards. Five differences are discussed: how and why versus what, teaching aspects connected versus teaching aspects isolated, assessment as driving Instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self--focus. Contextual and programmatic differences are used to explain the differences. The case is made that SPD teachers may affect student learning sooner than traditionally trained teachers. |
|---|---|
| ISSN: |
1110-323X |
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