Open Lesson as a Means of Teachers’ Learning

Bibliographic Data

ID22049064
AuthorsMustafa Abdulbakioglu (0000-0002-9925-200X, Süleyman Demirel University), Anar Kolushpayeva (0000-0002-7500-2364, Almaty Management University), Nuri Balta (0000-0002-6364-5346, Süleyman Demirel University), Nursultan Japashov (Al-Farabi Kazakh National University, corresponding author), Christine Lee Bae (0000-0002-3492-7598, Virginia Commonwealth University)
Year2022
Volume12
Issue10
Pages692
Publication date2022-10-10
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12100692
OpenAlexW4304127654
LanguageEN
Citations received2
References cited15

Open lesson (OL), similar to the Japanese lesson study in many aspects, is a professional development model regularly used in schools in the Commonwealth of Independent States Countries. The purpose of this study was to examine teachers’ and students’ attitudes and beliefs about OL practices and activities, using both quantitative and qualitative methods. The sample consisted of 72 instructors and 239 university students in Kazakhstan. MANOVA results from teacher data and student data indicated weak positive attitudes and beliefs about OL. Moreover, no differences were found between the gender, discipline, nationality, and teaching experience of teachers, while students learning social sciences showed stronger positive attitudes and beliefs about the effect of OL on learning when compared to students learning natural sciences. Slightly positive attitudes and beliefs of participants imply that OL implementations in schools should be reconsidered

Commonwealth · Mathematics education · Multivariate analysis of variance · Nationality · Pedagogy · Political science · Education and Technology Integration · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies

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Open DOIOpen Access