Open lesson as a professional development program: teachers’ attitudes and beliefs
Balta N. Japashov N. Toker A. Maxutov S. Mansurova A.
2025Routledge
Teacher Development
2025
Open lesson (OL) is a professional development activity for teachers commonly implemented in the Commonwealth of Independent States. This study aimed to explore teachers’ attitudes and beliefs about using OL in their classes. Data were collected from 133 teachers in Almaty, Kazakhstan via an online survey. Results indicated that teachers had moderate attitudes and views about OL. Additionally, differences in gender and subject teaching groups across each dimension of the survey were not significant. The study identified two key drawbacks: teachers’ lack of time and students’ anxiety during OL implementations. This research provides insights into teachers’ attitudes and beliefs regarding OL and offers valuable recommendations for policymakers.
attitudes about open lesson , beliefs about open lesson , Kazakhstani open lesson , Open lesson , teacher training
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Department of Pedagogy of Natural Sciences, SDU University, Kaskelen, Kazakhstan
Department of Educational Theory and Practice, University at Albany, New York State University, Albany, NY, United States
Physics and Technology Faculty, Al-Farabi Kazakh National University, Almaty, Kazakhstan
English Language Teaching (ELT) Department, Tishk International University, Erbil, Iraq
Physics Department, Nazarbayev Intellectual School of Physics and Mathematics, Almaty, Kazakhstan
Department of Pedagogy of Natural Sciences
Department of Educational Theory and Practice
Physics and Technology Faculty
English Language Teaching (ELT) Department
Physics Department
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