IMPACT OF JAPANESE LESSON STUDY IN TEACHERS’ CONTENT KNOWLEDGE AS A NEW MODEL FOR TEACHERS’ DEVELOPMENT IN SAUDI ARABIA

Maged Almadi

Abstract


School-based professional development is an appropriate way of tailoring professional development both to the needs of the individual teacher and of the school. Lesson Study (LS) is one of the models of school-based professional development. It is a professional learning method that is based on collaboration amongst teachers, in order to improve their professional development and students’ outcomes. The Saudi Ministry of Education, since 2015, started a pilot project that utilized the LS in certain Saudi schools in different regions to meet professional learning needs. The purpose of this study is to understand the impact of LS as a model adopted for the professional development of teachers by Primary Schools in Riyadh region in Saudi Arabia. The study utilised a quantitative research method based on an online survey to collect data from four selected elementary schools in the Riyadh region. SPSS software was used to analyse the questionnaire responses. Overall, the results for this study identified that LS serves as an effective tool for teachers’ professional development and that most of the teachers have positive perception towards using the LS model as a tool for improving teachers’ content knowledge.


Keywords


lesson study, school-based, professional development, Saudi Arabia

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References


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DOI: http://dx.doi.org/10.46827/ejes.v7i6.3145

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