||Issues on Implementing Lesson Study in Bangladesh Context
Muhammad Nur-E-Alam, SIDDIQUEEKUBOTA, Kenichi
54 , 2018-01-30 , 関西大学総合情報学部
特集 青山 千彰教授 定年退職記念
Japanese lesson study, a teacher-led, school-based continuing, professional development approach, has been widely practiced in diff erent countries in Asia, Africa and North America for teachers’ professional skill development. A decade before, it was adopted as a means of teachers’ professional skills development in Bangladesh as on a pilot basis. By experiencing real lesson study in a Japanese’s context, as well as a JICA technical support team member of lesson study in Bangladesh, the researcher is interested in exploring issues on implementation lesson study in a Bangladesh context. The study aims to explore the factors that support or hinder the implementation of lesson study in the Bangladesh context. A qualitative research design was employed to carry out this study. Data were gathered from participants’ group discussion notes in a workshop of various stakeholders regarding lesson study along with semi-structured interviews and analyzed thematically. The study revealed that time, teachers’ workloads and perceptions of teaching observations are the main constraints. The lack of awareness of professional development and the examination-oriented culture rooted in the education system are the main challenges in implementing lesson study. The study also indicated that the lesson study provides a promising scope and opportunity for the teachers to collaborate, discuss and share their teaching experiences towards qualitatively improving a lesson.