Lesson Study and Open Approach Development in Thailand: A Longitudinal Study

Autor/in	Inprasitha, Maitree
Titel	Lesson Study and Open Approach Development in Thailand: A Longitudinal Study
Quelle	In: International Journal for Lesson and Learning Studies, 11 (2022) 5, S.1-15 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inprasitha, Maitree)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-04-2021-0029
Schlagwörter	Lesson Plans; Longitudinal Studies; Models; Undergraduate Students; Faculty Development; Diaries; Student Attitudes; Meetings; Professional Identity; Teacher Attitudes; Teaching Methods; Behavior Change; Learning Processes; Active Learning; Student Centered Learning; Foreign Countries; Japan; Thailand + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Diary; Tagebuch; Schülerverhalten; Meeting; Tagung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Aktives Lernen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland
Abstract	Purpose: This research explores the "transformation" ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation. Design/methodology/approach: The researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts. Findings: As results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations. Research limitations/implications: Further studies should focus on the possible conflicts emerging between the different cultures of teaching. Practical implications: The idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills. Originality/value: The findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01