Improving Teacher Professionalism trough Lesson Study

Muh Saeful Effendi

Abstract


Abstract

Being professional teacher is a process of acting and reflecting continuously developed by the teachers collaboratively. Lesson Study facilitates teacher to experience learning through collaborative work among them. This enables teachers to establish professional development and create a community for learning. This paper aims at elaborating the experience of senior high school at Yogyakarta in implementing Lesson study as a break-through to enhance the teachers’ professional development incorporating with three mechanisms of Lesson Study. This school has conducted Lesson Study for about 5 years. The study resulted that 80 percent of teachers achieve their competence in planning, doing and reflecting the lesson through observing other teachers performance and being observed interchangeably.

Keywords


Lesson Study, Teacher, professionalism, Learning

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References


Baba Takuya (2007). Japanese Lesson Study in Mathematics, Its Impact, Diversity, and Potential for Educational Improvement. Hiroshima University. World Scientific Publishing Co. Pte. Ltd.

Cerbin Bill (2011). Lesson Study: Using Classroom Inquiry to Improve Teaching Learning in Higher Education. Virginia: Stylus Publishinf, LLC

Cerbin Bill and Kopp Bryan. A Brief Introduction to College Lesson Study (http://www.uwlax.edu/sotl/lsp/index2.htm. downloaded on June, 15 2012)

Heinich Robert, et al (1996). Instructional Media and technology for Learning. New Jersey: Prentice-Hall. Inc

Teacher College, Columbia. What is Lesson Study (http://www.lessonstudy.net/whatislessonstudy.htm. downloaded on June, 15 2012)




DOI: http://dx.doi.org/10.26555/adjes.v2i1.1957

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ADJES (Ahmad Dahlan Journal of English Studies)

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