期刊名称：English Language Teaching Educational Journal
电子版ISSN：2621-6485
出版年度：2019
卷号：2
期号：2
页码：50-61
DOI：10.12928/eltej.v2i2.1241
出版社：Universitas Ahmad Dahlan
摘要：Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process.
其他摘要：Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process.
关键词：lesson study; teacher knowledge; sociocultural theory; teacher professional development
其他关键词：lesson study;teacher knowledge;sociocultural theory;teacher professional development
