The use of active-learning instructional strategies in high schools is strongly emphasized in the new Course of Study in Japan. However, in the actual classroom, one-way didactic teaching is more common. This study focuses on a high-school physics teacher and examines how his beliefs and teaching change through action research. The change of his teaching from the teacher-driven way before the treatment to more student-centered way after the treatment was shown by the use of S-T graphs and co-occurrence network diagrams of the observation data. It was interesting to notice that the teacher does not recognize the change in spite of the obvious change in his teaching style. Further discussions on the effectiveness of action research for promoting active learning in high-school physics will be included in the presentation.

Since 2020, the trainers of Center of Excellence branch in Kyzylorda town have begun a study on the topic: "The effectiveness of the use of the LESSON STUDY approach by teachers as a factor in the development of the educational environment of the lesson". Initially, a monitoring study was carried out to determine the level of the Lesson Study being conducted in the Kyzylorda region. The study involved 83 innovative schools in the region. To determine the accuracy and reliability of the data obtained, a questionnaire survey of teachers and school students was carried out. The number of respondents is 365 people. The object of research is the educational environment of the lesson. The subject of the research is the effectiveness of the Lesson Study approach as a factor in the development of the educational environment of the lesson.

The purpose of this paper is to unravel points regarding the practice of lesson study (LS) in the field of English as a foreign language (EFL) teacher development in an Indonesian education context, as LS study has been implemented as a part of teaching practicum activities. The study focuses on the challenges faced and observed by LS participants (student teachers, cooperating teachers, and university supervisors), their suggestions to design an effective LS process that benefits student teachers during their teaching practicum. The research design was using a mixed-method. The analysis is based on the data from a questionnaire to 90 student teachers who did LS in their schools during teaching practicum, interview with 6 EFL cooperating teachers, and interviews with 6 university supervisors and observation during lesson study. The analysis was of the questionnaire was carried out to calculate the descriptive statistics. The interview analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories, and at last placing codes into the related categories. The results show that the student teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about lack of focus during the lesson research, insufficient feedback in the planning and reflection stage. The cooperating teachers and the university supervisors were concerned with the time, increasing responsibility and effort is a demanding process. Furthermore, the implementation of LS practice was limited to once or twice during the teaching practicum and it seems to lead to partial improvements in the student teachers’ knowledge, teaching practices. All parties agree that LS contributes to the personal and professional development of them and triggered enthusiasm and a desire for school students to participate actively in the learning process. This paper serves as an explicit example of LS practice with its plus and minuses in an Indonesian education context. The results of the current study imply the need for teacher education institutions to revise the current model and to strengthen the LS skills of the cooperating teachers and university supervisors. Besides, the stakeholders’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs, and the researchers an opportunity to lead future practices.

This presentation aims to discuss the extent to which Lesson Study, through its improvement of teaching quality, can enhance school’s professional capital. Lesson Study is a form of teacher-led collaborative action research developed in Japan has been advocated internationally to improve students’ learning outcomes. Professional capital in the schools refers to the intangible resources that come from the knowledge, experience and competencies of teachers, from teacher collaboration groups, and from their reflective teaching practices (Hargreaves and Fullan 2012). The presentation seeks to propose the organizational factors that facilitate the institutionalisation of the Lesson Study within schools, and discuss whether institutionalising the Plan-Do-Check-Act (PDCA) cycles of Lesson Study in schools could enhance their professional capital, and thereby determine the utility of professional capital for enhancing student learning outcomes.

With the advent of digital era, teachers and students around the world are finding themselves surrounded by digital environments and digital curriculum resources. One of the recent changes introduced to South Korean classrooms in this fast-changing environment is Digital Textbooks. Through six Lesson Studies, this descriptive multiple case study aimed to analyze the similarities and differences that are present in elementary teachers’ use of Digital Textbooks in South Korea. Teachers demonstrated a wide spectrum in the use of the 3rd and 4th grade social studies and science Digital Textbooks. Findings suggest that the teachers’ perceptions of Digital Textbooks and notions about their role in instruction impacted their curricular adaptations. Furthermore, the level of collaboration in Lesson Study affected how teachers use Digital Textbooks in instruction. The implications for both Digital Textbook development and implementation of Lesson Study are discussed.

One of the main characteristics of LS is live observation of lesson. The COVID-19 pandemic, however, made the face-to-face participation and live lesson observation challenging. Therefore, we propose the potential of combining LS with lesson analysis (LA) as a robust approach of teacher professional development through an online collaboration. The merged adoption could be a practical alternative at the onset of COVID-19. This study presents a case study that delves into the experiences and insights of three researchers from three countries that conducted LA collaboratively online. Analysis of a Grade 2 Mathematics lesson of a Japanese school was based on video recordings, lesson transcript and pupils’ notebooks. Each researcher provided insights on different aspects: mathematics education, bansho skills, and the relationships between teacher’s standpoint and questioning. These are found to be valuable for developing and continuing LS, particularly in the groundwork for kyouzai kenkyuu and post-lesson discussion.

Paying attention to student mathematical thinking is the important point of the lesson study practice. It influences ones’ instructional actions, improves teaching quality, and helps students learning in better ways including their achievement (Tayran, 2017). Therefore, it is necessary to emphasize preservice teachers to particularly focus on student mathematical thinking when planning a lesson and post-lesson discussion. This qualitative study aims to find out what are the focal points that PPSTs pay attention to during lesson planning and post-lesson discussion and (2) to what extent do the PPSTs pay attention to student mathematical thinking in both lesson planning and post-lesson discussion. It is hypothesized that PPSTs would focus on underlying student mathematical ideas, student strategies in solving a mathematical problem, student difficulties or misconceptions when solving a mathematical problem, and students’ mathematical explanation (Tayran, 2017).

The purpose of this study is to investigate how social justice influences pre-service teacher's knowledge and skills development through the lesson study methodology in Physical Education (PE) in Japan, as per the consequences described of educating pre-service teachers in 40 years (e.g., Spalding, et al., 2010；Nieto, 2013). The discussions were analyzed using a qualitative method. Findings suggest that Lesson Study can be a useful tool for professional development of pre-service teachers, aiming an expertise on reviewing and planning lessons. Also, we conclude that including social justice on teachers and pre-service teachers training is valuable and has the potential to make an impact on fulfilling the education desired level of growing diversity societies. We review the wave of multiculturalism influences into school education (Cohran-Smith et al., 2010；Mills & Ballantyne, 2016) as the study of social justice has been widely discussed in teacher education (Marchel & Win­ter, 2011).

This study is devoted to the development of students' ability to use keywords in a subject taught in a foreign language. The main focus of the study was to identify CLIL-technology strategies that most effectively contribute to the development of academic language among students, including the level of use the subject terminology. The methods used in the study were observation, comparison and analysis. It used for monitoring the development of the studied skill. Basing on that, teacher timely made changes to the educational process. During the study, many tasks were developed and tested based on CLIL-technology strategies. Experiments have shown the effectiveness of proven strategies. The correct use of subject terminology in oral and written language is one of the indicators of academic literacy, which is one of the necessary conditions for achieving success in any field of activity. Therefore, the study remains significant and relevant for school education.

Teaching a foreign language to a school has practical, educational and General educational goals. It involves practical knowledge of the language and its use as a means of communication between people in oral and written forms. I created a focus group of creative teachers of Russian and English. We planned to conduct a research lesson in grade 9A. We chose a topic for research, identified a key problem in teaching a particular class, analyzing data collection: interviews, surveys, observations of the actions of the students studied; developed common goals, learning objectives and expected results of the Lesson Study in the section of the lesson of Russian and English. We started working on the prepared plan of the Lesson Study approach. The reasonableness of the approach is that the student should develop an easy attitude to the mistakes that he may make when communicating in a foreign language

The results of PISA2015 reveal that lower secondary school students in Japan have high scientific literacy, but their attitudes toward science, such as "enjoyment of science," are not favorable. To overcome this challenge, we believe it is necessary to improve students' motivation to learn. We focused on OPPA (One Page Portfolio Assessment). OPPA is a formative assessment method by "self-assessment". Here, "self-assessment" is used to build awareness of concept, way of thinking, and learning process. In a lesson using the OPPA, each learner uses their own "OPP sheet". As a result of using OPPA, students were able to realize the significance and necessity of learning and set their own objectives in learning. In addition, students were encouraged to develop meta-cognition and improved their own learning strategies. We think that these improvements were due to the OPP sheet, which visualizes changes in students' concepts and ways of thinking.

Mathematics qualities are proved to observe with mathematical visions, express with mathematical languages, and think with mathematical thinking. We aim to cultivate our students mathematical logical thinking through designing effective learning activities, including mutual communication and independent report, during which students are able to think independently, communicate with partners and report in the class, and also help students sort through their thoughts so as to enhance their mathematical thinking abilities.

The Lesson Study was attended by a group of two teachers of Russian as a foreign language Sarsenbayeva Gulden Kazakbaevna and Bairkhanova Aigul Islamgalievna, who work in the International Schools of Nur-Sultan and Almaty. Teacher jointly carried out lesson planning through ZOOM platforms, Teams, teaching in 10 classes in different cities, observing lessons through video lessons, joint analysis of learning and teaching, documenting our findings. The purpose of the study is to introduce a system of exchange of experience between teachers of different schools during a pandemic, being on distance learning, and how to make this process interesting for both teachers and students, how to organize an observation system in the lesson, how to implement and track the introduction of new methods of teaching lessons by teachers with different professional experience at the national and international levels; develop speech through the use of multimodal texts.

This roundtable aims to reconsider the concept of equity of education through intensive observation and discussion by means of transcript-based lesson analysis (TBLA). The first paper presents the theoretical background of the purpose and the method of our research. In order to uncover the hidden meaning such as 'inaudible but true voice of student' or 'invisible but real figure of student', the analysis of detail observational data brings us the insightful opportunities to rethink the equity of education. The second paper provides evidences that students’ correct answers during learning do not always indicate that their reasonings are based on an adequate essential knowledge. The third paper investigates the possibility of the students in classroom who wish to advocate others to contribute with justice to create a desirable society beyond the assigned knowledge to be acquired. From these findings, we have to pay more attention to every student's learning process.

This study examined how student teachers in Tanzania learn to teach through lesson study during teaching practicum, using a case study design and sample of four Literature in English student teachers placed in two secondary schools. Lesson study is less practiced and under researched in Tanzania, the curiosity and readiness of these student teachers to develop a lesson study was a challenging trial which promotes interest for further research in this area. This lesson study practice report was generated from observations, interviews and assessment during 56 days of student teachers’ teaching practicum. Mentor teachers’ and student teachers’ awareness and understanding of lesson study was minimal, with poor support from most host teachers. Also student teachers were challenged by assessment pressure, lack of cooperation, limited time and lack of knowledge on lesson study practice and awareness among in-service teachers.

The purpose of this action research is to obtain empirical data on how grammar teaching with visual aids has favorable effects on students’ motivation and actual learning of grammar. This study was conducted with 30 first year students at BTEC. They received English grammar instruction with visual aids in the form of pictures that described the concepts and use of target grammar. The instruction lasted for 30 minutes in each lesson within 12 lessons for this action research. The effects of this instruction were analyzed by pre-post questionnaires from the points of views of their attitudes toward learning grammar: written grammar tests; students’ free comments and teacher observation of students’ actual use of grammar in class. The results showed: their grammatical knowledge, accuracy in their grammar use and their motivation in learning grammar improved with the instructions. In conclusion, this visual teaching approach has strong impact on their grammar learning.

The 21st century world is constantly changing and new knowledge is rapidly improving classroom practices. This challenge is why it is necessary for teachers to quickly learn more. Teachers must learn from the students, the lessons, the curriculum, other teachers, and themselves. To meet these goals, they should design learning management plans that are consistent with the reality of the era of the Professional Learning Community (PLC). It is therefore the teaching community within the school that uses education and works together to aid and encourage professional development that can keep up with this constant change. This leads to a positive learning culture for professional development within an adaptive school. With changes needed in order to reach the learning path of the 21st century, teachers using traditional supervision techniques cannot serve an appropriate role. 21st century teachers with the understanding of learning in the 21st century still lack classroom experience. Therefore, the Professional Learning Community of teachers is a way to create exchanges with each other. It also nourishes College Challenge and Listening Culture which requires structural adjustment with an open atmosphere, and there is a challenge for continued development as we move forward. In the 2019 academic year, Dara Academy has improved classroom quality with the Lesson Study process through the Professional Learning Community to drive the development of student learning. With the basic idea of the duties of a school, the training of teachers and appropriate follow-up is essential to encourage using new ideas in teaching and learning by using the School as a Learning Community: SLC principles. Dara Academy also focuses on educational equality. The class is the most powerful way to develop professional teachers. Hearing the voices of others is the key to success. This also includes collaborating and opening the classroom providing a positive learning environment where people are open to receiving new ideas. There were 66 teachers participating in this project. The teachers teach grade 1 to grade 12 in Thai language, mathematics, science, social studies and English. The process started by raising awareness and understanding with those involved including teachers, supporting teachers, and administrators. After that, the academic department arranged the schedule for the Model Teacher and PLC groups that participated in the activities to collaborate and match the lessons together. The Lesson Study within the Professional Learning Community together with classroom observations makes it possible to see, participate, teach, observe, and solve problems. It allows the teachers to truly know their students. When learning and problem solving were implemented regularly, the students learned to their fullest potential with a high level of quality in terms of the emotional, social and intellectual. The teacher is a model example of someone who is always willing to learn and be a problem solver. They can work as a team naturally resulting in a positive teaching culture in school. This allows students to learn and see the real skills of their teachers from exchanging learning with each other and from reflections from all parties. Regular support from management and academic departments made sure the teachers felt part of the community and were able to design and improve their teaching styles. Teachers will benefit from innovations in teaching and learning through the Lesson Study though the Professional Learning Community. Therefore, teachers feel that they are the owners of the teaching model together, and are a part of the development of the teaching model. Thus, the process is highly attractive and may enable us to work together to solve problems that we cannot predict in a world of constant change.

The paper aims to improve the students’ English speaking skills at Phnom Penh Teacher Education College (PTEC) by using role-play in teaching English speaking to year-one student teachers of primary education (12+4) in the academic year 2018-2019. The results show that the student teachers become more comfortable in speaking English in the classroom and their speaking competence has been improved noticeably. Moreover, they build up their motivation and confidence in speaking, and they can use a variety of vocabulary and grammatical structures in their speaking. It is important to recommend that before conducting a speaking class, the teacher trainers should choose the most suitable way to improve the student teachers’ motivation in speaking. Plus, it is vitally important for the teacher trainers of English to make an interesting and enjoyable atmosphere during the process of teaching and learning to increase the students’ interest.

The purpose of implementing the adapted agile model is the need of teachers` cooperation in schools (network of Ekibastuz schools # 5,6,7,10,12,23,21,24 )by means of internal and correspondent interaction in Lesson Study for increasing the professional development and quality of the stimulating help to pupils leading to better results of summative works in the conditions of updating the curriculum. The need of teachers from different remote schools to be involved in gaining better results of the students led to the development of the network supported at a distance by Trello.com service.

This study takes research project ‘Axially symmetric phenomenon’ as a carrier to explore whether and how Chinese lesson study can promote professional development of teachers. The results manifest that the teachers’ specialized knowledge and capability has been improved through repeated practice, reflection and extensive learning driven by contradiction. Professional development of teachers can be promoted through collaborators with counterparts from different background, explicit research questions, clear task allocation, repeated teaching, and in-depth learning based on teaching problems.

Based on the actual teaching situation of the school and the requirements of the national curriculum standard, the case has started a study of lessons for about 10 months, during which it has experienced the formation of a research team, the selection of topics, the study of documents, the determination of research plans, the practice of lessons, the careful study of a class.

Owing to the physical or mental disabilities, pupils with special learning needs ( SEN) came across as having difficulties in their learning and struggled to be included in mainstream education.These pupils do not have the same starting place and achieve the same learning outcome. To ensure equity for them, there should be a deliberate effort to demonstrate ‘meaningful progress’ and ‘appropriately ambitious’ goals for pupils with disabilities.We have to change our focus from equality to one of ensuring equity. In an effort to improve their learning, our team decided to use lesson study as a professional learning approach to bring about quality teaching to promote pupils’ engagement through active learning. The aim of the research lesson was therefore to review special education research articles and engage a Knowledgeable others; An Education Psychology. In this research, we explore different dimensions;learning environment, learning strategies and learning resources to improve pupils’ engagement.

The purpose of this paper is to discuss how LS was introduced to an Islamic primary school in Nilai as an activity to improve the quality of student learning and how teachers benefit from pedagogical and content knowledge in making LS successful. The Professional Learning Community (PLC) team of the Malaysia Teacher Education Institute has taken the initiative to design and implement LS at this school. Dialogue sessions with school management and teachers are also held regularly in an effort to provide teachers with a better understanding of LS. The PLC team conducted a series of school visits to give teachers exposure to LS and LS's modus operandi as well as teachers implementing LS. The results of the LS found that they learned many things such as improving teachers' confidence in implementing the teaching process, accepting feedback from others, collaborating with colleagues and being willing to accept best practices

Teachers have to teach, or prepare, under circumstances that they were never trained for as a result of no face-to-face memorandum in the Philippines. Will students learn Math alone? How can a teacher design synchronous learning to make learning more accessible with little support from the school? To address these questions, the authors decided to embark on a collaborative study embracing elements of reflective lesson study during the first two months of classes under modular learning. Both have experiences in RLS and practice records writing and previously worked together on designing Math classes that engaged students in the design of lessons. How can these experiences be utilized in designing online learning? This qualitative narrative study analyzed the experiences of the Math teacher in designing synchronous Math classes and overcoming challenges in engaging students to be self-directed learners during the first two months of implementation.