TEACHERS' EXPERIENCES OF LESSON STUDY FOR PROFESSIONAL DEVELOPMENT IN A MAINSTREAN SCHOOL OF WEST KAZAKHSTAN

Abstract

This study examines teachers’ experiences of Lesson Study as a professional development model in a mainstream school in West Kazakhstan. Emphasising the importance of collaborative learning and reflective teaching practices, this research aims to investigate the use of Lesson study, challenges, support mechanisms, and impact on professional development. This study employed a qualitative research design, with data collected through semi-structured interviews conducted with seven teachers and a lesson study coordinator. This method was chosen to gain in-depth insights into participants’ experiences and perspectives. Thematic analysis was used to identify recurring patterns and themes within the participants’ responses. The findings revealed that secondary teachers use Lesson Study by planning lessons together, gaining deeper subject knowledge, observing, and reflecting on their classroom teaching. They also faced challenges such as limited time, heavy teaching workloads, and the need for administrative support. Lesson Study has a potential to serve as an effective professional development model for teachers in Kazakhstan. Teachers reported improvements in conducting lessons and engagement of students due to repeated lesson modifications. For Lesson Study to continue successfully, teachers need support, like time and resources and administrative support and recognition, such as feedback or certificates, especially from research coordinators and vice principals. The research offers recommendations for policymakers, school leaders, and educators seeking to enhance the efficacy of Lesson Study by supporting continuous teacher development and building a strong, collaborative school culture.