The impact of collaborative lesson planning strategies on professional learning in the context of one International Baccalaureate school in Kazakhstan

Abstract

Collaborative lesson planning (CLP) is a practice that unites teachers usually of one department or one grade level in a school to plan lessons, share their views on learning tasks, and prepare effective learning resources together. Previous studies have concluded that CLP is a useful tool to increase teachers' confidence in lesson planning and improve their professional learning. Since CLP is a relatively new concept for Kazakhstani schools and teachers, there are no empirical studies in this field. The current study explored the impact of CLP strategies on the professional learning of Kazakhstani teachers' in one International Baccalaureate (IB) school.