Exploring Mathematics Teachers' Experiences, Attitudes, and Perceived Competence in Lesson Study
DOI:
https://doi.org/10.46328/ijres.5043Keywords:
Attitudes, Lesson study, Perceived competence, ExperiencesAbstract
Teachers have adopted lesson study to enhance learning outcomes and promote continuous professional development in one of the divisions in the province of Albay, Philippines. However, despite its implementation, there is a lack of empirical data describing teachers' experiences in lesson study for improving the approach. Thus, the current inquiry determines teachers' significant experiences, attitudes, and perceived competence toward lesson study. A mixed-methods approach was employed on the thirty-four teacher respondents, and the data were obtained through surveys and focus group discussions. Qualitative data were analyzed thematically, while quantitative data were calculated and interpreted using descriptive statistics. Results indicate that higher participation among female teachers than male teachers was observed, with most participants having at least a Bachelor's degree and three or more years of teaching experience. Teachers in the lesson study reported significant experiences, including (1) impacts on teaching practices, (2) collaboration and professional development, and (3) challenges and reflections in the lesson study process. Meanwhile, respondents' attitudes prioritize teacher-student interaction over social expectations and recognition from superiors. Additionally, data revealed high perceived competence in reflection on learning outcomes, followed by subject knowledge, instructional skills, and teaching strategies. Lastly, this current scholarly work provides essential insights that help develop a comprehensive program and policy framework for effectively implementing lesson study in the locality.
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