Preparing Prospective and Sustainable EFL Professional Teacher Development by Applying Blended Lesson Study and Clinical Supervision
This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes .
- Pub. date: July 15, 2021
- Pages: 1449-1470
- 208 Downloads
- 460 Views
- 2 Citations
This research explores how and what strategy is applied for preparing sustainable English teachers' professional development. This study utilizes lesson study strategy-based clinical supervision and quality assurance. Lesson study is a kind of action research based on a cycle base. This study is also recognized as research and development. Based on conceptual and empirical study, it is found that three grand principles of adding quality lesson study implication. Those are cycle reflection in accelerating the teachers’ competencies in English language teaching, clinical supervision nuance, a quality assurance principle by implementing the plan, do, check, and act strategy. This research successfully finds a model for preparing a prospective and sustainable professional teachers development based on lesson study, blended with the clinical supervision and a quality assurance implementation. The outputs consist of connection among professional English teachers; accelerating realization learning and teaching quality based on reflection implication; forming the open attitude and reflecting discussion and depth analysis; building a self-responsibility and awareness as professional teacher attitude; helping one each other in the professional teacher community for accelerating teaching quality by utilizing clinical supervision. Finally, the outcome is obtaining candidates of English professional teachers, prospectively and sustainably, with high-quality EFL teaching performance in national competitiveness.
Keywords: Teachers development, lesson study, clinical supervision, quality assurance.
References
Achmad, S. (2012). Strategi UNG menyiapkan guru profesional melalui program PPG SM-3T ‘Maju Bersama Mencerdaskan Indonesia’ [UNG strategy in preparing professional teachers through the PPG SM-3T program 'Together to educate Indonesia’]. In N. Aznam (Ed.), Proceeding of the KONAPSI 7- Konvensi Nasional Pendidikan Indonesia [Indonesian National Convention of Education] (pp. 596 – 607). Yogyakarta State University.
Asfaw, T. M. (2017). Exploring hindrances in the implementation of continuous assessment of EFL teachers: A case in Abbiy Addi and Adwa Teacher Educational Colleges. International Journal of Science and Research, 6(7), 139 – 147. https://doi.org/10.21275/ART20173072
Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 139–147. https://doi.org/10.1093/elt/ccl053
Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans.
Castro, L., & Villafuerte, J. (2019). Strengthening English language teaching in rural schools through the roleplaying: Teachers’ motivations. International Journal of Educational Methodology, 5(2), 289-303. https://doi.org/10.12973/ijem.5.2.289
Coşkun, A. (2017). The Application of Lesson Study in Teaching English as a Foreign Language. Inonu University Journal of the Faculty of Education/ İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 151–151. https://doi.org/10.17679/inuefd.297845
Dudley, P. (2013). Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilized imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107-121. https://doi.org/10.1016/j.tate.2013.04.006
Falk, B., & Blumenreich, M. (2005). The power of questions: A guide to teacher and Student research. Heinemann.
Galini, R., & Kostas, K. (2014). Reflection of pre-service teachers in a tabletop exercise of lesson study during their practicum. Procedia- Social and Behavioral Sciences, 152, 868 – 873. https://doi.org/10.1016/j.sbspro.2014.09.336
Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. https://doi.org/10.3102/00028312038004915
González, G., & Deal, J. T. (2019). Using a creativity framework to promote teacher learning in lesson study. Thinking Skills and Creativity, 32, 114–128. https://doi.org/10.1016/j.tsc.2017.05.002
Groth, R. E. (2011). Improving teaching through lesson study debriefing. Mathematics Teacher, 104(6), 446-451. https://doi.org/10.5951/MT.104.6.0446
Ha, X. V., & Murray, J. C. (2020). The impact of a professional development program on EFL teachers’ belief about the corrective feedback. System, 96, 1 – 14. https://doi.org/10.1016/j.system.2020.102405
Halvorsen, A.-L., & Kesler Lund, A. (2013). Lesson study and history education. The Social Studies, 104(3), 123–129. https://doi.org/10.1080/00377996.2012.698326
Halvorsen, A. L., McArthur Harris, L., Doornbos, L., & Missias, M. T. (2021). Lesson study in historical inquiry: Teachers working across rural communities. Teaching and Teacher Education, 97, 1-12. https://doi.org/10.1016/j.tate.2020.103206
Hendayana, S. (2006). Teacher learning through lesson study in Indonesia. In K. Wood & S. Sithamparam (Eds.), Realising learning: Teachers’ professional development through lesson and learning study (pp. 62-77). Routledge.
Inprasitha, M., & Changsri, N. (2014). Teachers’ beliefs about teaching practices in the context of lesson study and open approach. Procedia- Social and Behavioral Sciences, 116, 4637-4642. https://doi.org/10.1016/j.sbspro.2014.01.999
Isoda, M. (2010). Lesson study: Problem solving approach in mathematics education as Japanese experience. Procedia- Social Behavioral Science, 8, 17 – 27. https://doi.org/10.1016/j.sbspro.2010.12.003
Kanauan, W., & Inprasitha, N. (2014). Collaboration between in-service teachers and student intern in Thai lesson study. Procedia - Social and Behavioral Sciences, 116, 28 – 32. https://doi.org/10.1016/j.sbspro.2014.01.163
Kemendikbud. (2012). The road map of creating professional teachers in universities and schools. Ditnaga Kemendikbud.
Kemendikbud. (2013). Peraturan Pemerintah No. 32 Tahun 2013 [Government Regulation No. 32 Year 2013]. Kemendikbud Indonesia.
Kostas, K., Galini, R., & Maria, M. (2014). The practicum in pre - service teachers’ education in Greece: The case of lesson study. Procedia- Social and Behavioral Sciences, 152, 808 – 812. https://doi.org/10.1016/j.sbspro.2014.09.325
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89, 1-15. https://doi.org/10.1016/j.tate.2019.102986
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-36. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement: A case of lesson study. Educational Researcher, 35(3), 3-14. https://doi.org/10.3102%2F0013189X035003003
Lewis, C. C. (2002). Lesson study: A handbook for teacher-led instructional improvement. Research for Better Schools.
Lewis, C. C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Heinemann
Megawangi, R. (2013). Lesson Study (LS) tantangan besar pendidikan kita dalam menyambut kurikulum 2013: Forum Mangunwijaya (Inratno, Eds.) [Lesson study (LS) the big challenge for our education in welcoming the 2013 curriculum: Forum Mangunwijaya (Inratno, Eds.)]. PT. Gramedia.
Mulyana, S. (2007). Lesson study. Kuningan.
Murata, A. (2011). Introduction: Conceptual overview of lesson study. In L. C. Hart, A. Alston, & A. Murata (Eds.), Lesson study research and practice in mathematics education (pp. 1-12). Springer. https://doi.org/10.1007/978-90-481-9941-9_1
Negari, G. M., & Beiranvand, Z. (2013). Investigating Iranian EFL teachers’ reflective teaching and their critical thinking abilities. International Journal of Science and Research, 4(3), 776 – 782.
Nesusin, N., Intrarakhamhaeng, P., Supadol, P, Piengkes, N, & Poonpipathana, S. (2014). Development of lesson plans by the lesson study approach for the 6th grade students in social study subject. Procedia- Social and Behavioral Science, 116, 1411-1415. https://doi.org/10.1016/j.sbspro.2014.01.407
Orlando, M. (2013, January 14). Nine characteristics of a great teachers. Faculty Focus. https://cutt.ly/amp3Gm6
Potalea, P., & Toma, S. (2015). The dynamic and multidimensional structure of the teacher’s professional development. Procedia- Social and Behavioral Science, 180, 113 -118. https://doi.org/10.1016/j.sbspro.2015.02.093
Prior, N. (2020). Graduate study in criminology and criminal justice. Routledge.
Richards, J. C. (2011). Competence and performance in language teaching. Cambridge University Press.
Rohali, M. H. (2010). Pelatihan lesson study bagi guru-guru bahasa PRANCIS SMA/SMK di DIY, JATENG, JABAR, dan \KALTENG sebagai upaya peningkatan profesionalisme guru [Lesson study training for high/vocational school French teacher in Yogyakarta, Central Java, West Java, and Central Kalimantan Province as an effort on increasing teacher’s professional]. ePrints@UNY. https://eprints.uny.ac.id/43726/
Schipper, T., Goei, S. L., de Vries, S., & van Veen, K. (2017). Professional growth in adaptive teaching competence as a result of Lesson Study. Teaching and Teacher Education, 68, 289–303. https://doi.org/10.1016/j.tate.2017.09.015
Schipper, T., Goei, S. L., de Vries, S., & van Veen, K. (2018). Developing teachers’ self-efficacy and adaptive teaching behavior through lesson study. International Journal of Educational Research, 88, 109-120. https://doi.org/10.1016/j.ijer.2018.01.011
Sugiyono. (2014). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D [Educational research methods quantitative, qualitative, and R&D approaches]. Alfabeta.
Suryani, L. (2015). Lesson Study (LS) sebagai upaya professionalism guru [Lesson Study (LS) as an effort of teacher professionalism]. Widyaiswara BDK Palembang.
Sutisna, O. (1993). Lesson Study (LS) administrasi pendidikan: Dasar teoritis untuk praktek profesional [Lesson study (LS) the education administration: The theoretical basic for professional practice]. Angkasa.
Taib, M. R., Abdullah, Z., Ail, N. M. M., Yahya, M. R., & Jusoh, N. M. (2015). Clinical supervision of teaching Mara Junior Science College (MJSC), Malaysia. Procedia- Social and Behavioral Sciences, 191, 452 – 458. https://doi.org/10.1016/j.sbspro.2015.04.543
Veloo, A., Komuji, M. M. A., & Khalid, R. (2013). The effects of clinical supervision on the teaching performance of secondary school teachers. Procedia- The Social and Behavioral Sciences, 93, 35 – 39. https://doi.org/10.1016/j.sbspro.2013.09.148
Wuryanto, A. (2011). Lesson study (LS) pelaksanaan workshop kegiatan pemberdayaan MGMP Bahasa Inggris SMA. [Lesson study (LS) the implementation of a workshop on empowerment activities for senior high school English subject teacher conference]. LPMP.
Zehetmeier, S. (2009). Sustainability of professional development. In V. Durand-Guerrier, S. Soury-Lavergne & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp. 1951–1960). Institut Français de L'éducation.