Reflexive professional development in reflective practice: what lesson study can offer


UŞTUK Ö., ÇOMOĞLU H. İ.

INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES, vol.10, no.3, pp.260-273, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 10 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.1108/ijlls-12-2020-0092
  • Journal Name: INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.260-273
  • Keywords: Lesson study, Reflexivity, Reflective practice, Language teaching, Bottom-up
  • Dokuz Eylül University Affiliated: Yes

Abstract

Purpose In response to the top-down professional development (PD) practice, this study conceptualizes lesson study (LS) as a bottom-up approach to foreign language teacher PD in the Turkish context. Relatedly, the authors seek to empower teachers so that they can engage in reflexive PD and claim voice over their practices. Design/methodology/approach An LS project including four teachers was implemented at a higher education language centre and conducted as a critical ethnographic study. Using ethnographic research qualitative data collection methods such as field notes, interviews and artefacts, the data were analysed with a thematic analytic approach. Findings Drawing on cultural-historical activity theory (CHAT), findings revealed that LS was a meta-activity that allowed teachers to be agents of the PD practices. More significantly, LS empowers teachers to have a situated impact on their development activities in addition to the meta-activity's impact on them. Originality/value This study is one of the few that goes beyond the reflective value of LS and gives contextual evidence of how reflexive PD can occur in LS. The reflexive relationship between the agent (participant-teachers) and the process (LS practice) provides a strong implication revealing the transformative impact of bottom-up PD activit(ies).