The efficacy of continuing professional development through lesson study for teachers of English in selected secondary schools of Lusaka district.
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Date
2019
Authors
Phiri, Nicholas
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Publisher
University of Zambia
Abstract
Lesson Study is a problem solving process of professional development for teachers which has been practiced in Japan from 19th century and is still being implemented by teachers in Japanese schools (Jung et al, 2015). In this approach, groups of teachers regularly meet at school level to plan, implement, evaluate and improve lessons collaboratively as their Continuing Professional Development (CPD) activity. In 2005, The Ministry of Education contextualized this practice to the Zambian Primary and Secondary teaching context of Mathematics and Science (Mumba and Hama, 2014). Its successful implementation led to the Ministry of Education adapting the practice as a tool for continuing and professional growth for teachers across all subjects (MOE and JICA, 2010). However, most research conducted has focused on the practice in relation to Mathematics and Science subjects. Little is known on the efficacy of Lesson Study in the teaching of other subjects. This study, therefore, sought to investigate the views of teachers of English on the efficacy of Lesson Study in teaching English among teachers in secondary schools of Lusaka District. The study utilized both qualitative and quantitative methods of data collection and analysis in order to answer the research questions effectively. A total sample size was 104 respondents. The respondents were as follows: 84 teachers of English, 10 Head teachers and 10 CPD coordinators. The quantitative data was analyzed by distribution statistics on points: Strongly Agree, Agree, Disagree and Strongly Disagree using the Statistical Package for Social Science (SPSS). The qualitative data was analyzed thematically. The study responded to the following research objectives: to establish the views of secondary school teachers of English on the efficacy of Lesson Study in relation to their teaching needs, to identify the challenges faced in the implementation of the Lesson Study programme by secondary school teachers of English and outline the strategies that could be put in place in order to successfully implement Lesson Study in secondary schools. The study revealed that most teachers of English in the schools that were investigated viewed Continuing Professional Development through Lesson Study as an important programme which improved teaching skills and learners’ performance. It also revealed that the challenges that most teachers of English faced in the implementation of Lesson Study was that it was done outside the school timetable without any financial incentives which resulted in their poor attendance for the programme. Another challenge that was revealed by some teachers was that only the teachers who were deemed more competent to teach specific subject content were chosen to individually prepare and teach those areas while the others observed which resulted in the process of lesson study not being as collaborative as it should be. Other respondents stated that they had the challenge of inadequate English teaching materials such as learners’ textbooks. Lastly, the study revealed that only a few teachers inserted the programme in their own timetables and annual work plans as strategies for the continuation of Lesson Study. Thus, it was concluded that Lesson Study as practiced in the schools studied was not as effective as it should be. Based on the above findings, the secondary school headteachers should ensure that the Lesson Study programme for teachers of English is included in the weekly timetable in order to make it easier for the teachers to gather and plan for the programme within school hours. Further, the Ministry of General Education should provide adequate teaching and learning materials as well as ways to motivate the teachers to ensure the smooth running of the programme.
Keywords: Lesson study, Professional Needs, Challenges, Strategies
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Keywords
Lesson study , Professional Needs , Challenges , Strategies