Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development
Bibliographic Data
| ID | 22047504 |
|---|---|
| Authors | Mzamo Wilson Jacobs (University of the Free State), Thuthukile Jita (0000-0002-1173-5251, University of the Free State), Loyiso C Jita (0000-0001-6871-6820, University of the Free State), Thumah Mapulanga (0000-0002-5609-3539, University of the Free State, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 7 |
| Pages | 1045 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16071045 |
| OpenAlex | W7166883413 |
| Language | EN |
| References cited | 46 |
Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Data were collected from 117 teachers who had participated in a lesson study intervention facilitated through a university–school partnership. The lesson study intervention occurred between 2012 and 2014, and data were collected retrospectively in 2018 to examine teachers’ sustained perceptions of its professional value. Descriptive and inferential statistical analyses revealed that teachers generally experienced lesson study as a meaningful, collaborative, and school-embedded professional development approach. Participants reported perceived improvement in content knowledge, pedagogical practices, lesson planning, reflective teaching, and professional collaboration. Strong positive correlations were found among teachers’ understanding of lesson study, collaboration, preparation, implementation, and professional learning. However, time constraints and the need for sustained institutional support were identified as key challenges to implementation. The findings suggest that teachers perceived lesson study as having sustained professional value within their school contexts. While based on retrospective self-reports, the results suggest that lesson study may contribute to collective professional cultures when supported institutionally. By fostering collaborative learning cultures and embedding professional learning into everyday teaching practice, lesson study may strengthen education systems and align with broader sustainable development goals. It is recommended that lesson study be institutionalised as a sustainable, school-embedded professional development approach, with future research examining its long-term impact on authentic teaching practices and learning outcomes
Faculty Development · Lesson Study · Perception · Professional development · Professional learning community · Professional studies · Sustainability · Mathematics Education and Teaching Techniques · Science Education and Pedagogy · Teacher Education and Leadership Studies
Effective Teacher Professional Development
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022
Communities of Practice and Social Learning Systems
Implementation Matters
Lesson study in physical education
Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons
The impact of Lesson Study professional development on the quality of teacher learning
Improving Impact Studies of Teachers' Professional Development
| Citation velocity | historical |
|---|---|
| Highly cited | No |