Document Type : Research Article
Author
Abstract
The purpose of this research is to study the effectiveness of lesson study on teachers’ self-efficacy. Lesson study is a new instructional method that has been created by the Japanese educational system and involves collaborative planning, teaching, observing, evaluating, and revising by a group of teachers in the classroom. Self-efficacy is an important variable in the Banduras theory. The design of this research is based on pretest- posttest with a control group. The statistical population in this study includes third grade teachers working in the primary schools of the city of Qom, Iran. The statistical sample contains 24 teachers from 8 schools selected by randomized sampling and randomized displacement, which were divided into 12 experimental and 12 control groups. The Teacher’s sense of efficacy scale (long form), developed by Tschannen-Moran & Woolfolk Hoy, was used to gather the data. After conducting a pretest and conducting instructional meetings for the experimental and control groups, the lesson study was executed for 12 weeks for the 12 subjects in the experimental group. Finally, the posttest was conducted and data was analyzed by ANOVA. Findings show that lesson studies reinforce teacher self-efficacy in factors such as classroom management, student engagement and instructional strategies.
Keywords
فارسی
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