Open Lesson as a Means of Teachers’ Learning
Abdulbakioglu M. Kolushpayeva A. Balta N. Japashov N. Bae C.L.
October 2022MDPI
Education Sciences
2022#12Issue 10
Open lesson (OL), similar to the Japanese lesson study in many aspects, is a professional development model regularly used in schools in the Commonwealth of Independent States Countries. The purpose of this study was to examine teachers’ and students’ attitudes and beliefs about OL practices and activities, using both quantitative and qualitative methods. The sample consisted of 72 instructors and 239 university students in Kazakhstan. MANOVA results from teacher data and student data indicated weak positive attitudes and beliefs about OL. Moreover, no differences were found between the gender, discipline, nationality, and teaching experience of teachers, while students learning social sciences showed stronger positive attitudes and beliefs about the effect of OL on learning when compared to students learning natural sciences. Slightly positive attitudes and beliefs of participants imply that OL implementations in schools should be reconsidered.
lesson study , open lesson , teacher professional development , teaching practice
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Department of Pedagogy of Natural Sciences, Suleyman Demirel University, Almaty, 040900, Kazakhstan
School of Politics and Law, Almaty Management University, Almaty, 050060, Kazakhstan
Solid State Physics and Nonlinear Physics Department, Al-Farabi Kazakh National University, Almaty, 050040, Kazakhstan
Physics Department, Nazarbayev Intellectual School of Chemistry and Biology, Almaty, 050006, Kazakhstan
School of Education, Virginia Commonwealth University, Richmond, 23284, VA, United States
Department of Pedagogy of Natural Sciences
School of Politics and Law
Solid State Physics and Nonlinear Physics Department
Physics Department
School of Education
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