Document Type : Research Paper
Authors
1 Associate Professor of Curriculum Studies, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 PhD student in Higher Education Planning and Development, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
3 Master's degree student in Curriculum Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
Abstract
The aim of this study was to explore teachers' lived experiences of conducting lesson studies and to provide implications for curriculum management. A qualitative research approach employing a descriptive phenomenological strategy was used. The research was conducted with elementary school teachers in Kermanshah city during the 2002-2003 academic year. Fifteen participants were selected based on purposive sampling. Data were collected through in-depth, semi-structured interviews, and analyzed using Smith's proposed method, which encompasses three stages: data generation, data analysis and synthesis, and case synthesis. The findings revealed that teachers' understanding of the concept of lesson study included four categories: lesson study as a process of producing professional knowledge in education and teaching; lesson study as a participatory approach to producing practical knowledge; lesson study as a means of creating new approaches to improving education and teaching; and lesson study as a way of developing teachers' professional skills. Furthermore, the study identified the impact of lesson study on various curriculum dimensions, including its influence on curriculum foundations, the selection of learning materials and resources, curriculum promotion, and learning and teaching strategies. Finally, teachers' diverse experiences with lesson study were categorized as: strengthening peaceful cooperation and networking activities; fostering a more research-oriented mindset among teachers; developing teachers' professional knowledge and soft skills; creating a sense of belonging to a professional community; and strengthening critical thinking and self-reflection.
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