This paper documents a case study implementing Lesson Study (LS) study into a two-year teacher training project in an education university training secondary school teachers in Lower Myanmar. The purpose of this paper is to stimulate interest and discussion about whether Lesson Study is a useful tool in continuing professional development (CPD), particularly within the unique context of developing country educational development.
Two LS cycles were evaluated by participants using a quantitative-qualitative questionnaire and the case study analysed by the author.
LS was a useful tool to encourage structured collaboration between university-level teacher educators, however, continued supported practice is needed to expand the benefits and ensure sustainability.
A limitation of the case study is that the respondents were small in number compared to the number of participants. Furthermore, the questionnaire was not in respondents’ native language which will have affected how well they could communicate. Finally, it was difficult to separate the impact of other project activities from the perceived effects of LS.
This paper has practical implications not only for educators within Myanmar as the country continues its journey of education reform, but also for others implementing LS as a form of CPD, particularly in contexts where it is being introduced for the first time.
Until recently, little was known about Myanmar’s education system internationally. The paper documents the country’s first collaboration with outsiders since the start of the dictatorship to improve educational standards and the effects of introducing LS into this context.
Shepherd, A. (2019), "Integrating lesson study in Myanmar teacher training", International Journal for Lesson and Learning Studies, Vol. 8 No. 1, pp. 34-47. https://doi.org/10.1108/IJLLS-04-2018-0024Download as .RIS
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