Mulyani, Petra Kristi (2018) EMBRACING THE ROLE OF THE GROUP IN YOUR CLASSROOM: A LESSON OF A LESSON STUDY. Journal of Teaching and Education, 8 (2). pp. 247-258. ISSN 2165-6266

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Abstract

A lesson study was introduced and implemented in six first-grade elementary school teachers from six schools, supervised by a university faculty. The focused subject of the lesson study was Bahasa Indonesia (Indonesian language). The teacher participants chose guided reading to solve their shared students’ difficulties in reading. The lesson study consisted of three main phases. They were the plan, do, and see. In the planning phase, the faculty introduced the concept of lesson study and strengthened the details of guided reading. There was a discussion to make the lesson plan, to schedule the do and see phase, and decide the role of each teacher in the do phase. In the do phase, one teacher implemented the lesson plan while the others were observing. The see phase discussed the result of the implementation. This article describes teachers’ perspectives and analysis on the instructional decision, and the university faculty observation throughout the lesson study. Although the teachers admitted that they perceived lesson study positively to develop their instruction quality, they tended to be indecisive and less confident when making a plan, analyzing the problem, and providing feedback. The discussion mostly initiated by the university faculty. The teachers requested inputs for every decision they wanted to make. One factor assumed to cause the attitude was related to the newness of the lesson study approach for these teachers. Limited opportunities to share problems, advice, and feedback to other teachers from other schools could be another factor. The article also describes the ups and downs throughout the process. Future recommendations are given to university faculty for supervision and for teachers to conduct the lesson study.

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