Assessing the Viability of Lesson Study as a Professional Development Model for Enhancing the Capabilities of Filipino Teachers

Abstract

Lesson Study (LS) is a collaborative action to improve the teaching and learning process and enable teachers to contextualize this global perspective to local practice. This paper assesses the viability of LS as a professional development model for enhancing the capabilities of teachers. The research lesson, aims, procedures, and strategies were collaboratively conceptualized and designed by the researchers. One of the researchers carried out the actual implementation of an expert on the subject matter, while other researchers served as observers. The lesson ran for an hour, conforming to the prescribed Philippine Department of Education (DepEd) format for lesson plans. A post-conference and group reflection followed after the implementation of the lesson.  Analysis of the qualitative data revealed three central themes that prove the advantage of the utilization of LS in this study: (a) active communication and collaboration of sharing and consolidating best practices in lesson planning; (b) enhanced lesson delivery through contextualized, relevant, and focused teaching; and (c) enriched critical and dynamic culture of professional development through personal and collegial reflection. The paper concludes with some policy recommendations in light of professional development programs and career opportunities for teachers.