LESSON STUDY AND ITS IMPACT ON PROFESSIONAL DEVELOPMENT: THE CASE OF QUIRINO PROVINCE, PHILIPPINES
Keywords:Classroom Practice, Lesson Study, Professional Development, Student Development, Teacher Development.
Lesson Study, a professional development program, is acclaimed as an international good practice in leveraging the teaching-learning process particularly in reciprocating teachers’ development towards an optimized students’ participation and learning outcomes. This study is aimed at determining the general provisions of conducting LS along the professional development of the teacher-respondents in the locale of the study. Employing 223 classroom teachers and school heads in a DepEd-Division through Descriptive Research design, the following are known: The activities and procedures of LS are afforded very often. No significant differences were posted on the provisions of these activities and procedures when the respondents were grouped according to grade level taught, education, position while significant differences are noted when they are grouped by years in teaching; and LS impacts the respondents’ professional development (very high extent). High School teacher-respondents, holders of advanced studies, and the newer batch of teachers viewed LS study to impact their professional development better when compared to their counterparts. It was concluded that LS was conducted comparably in the elementary and secondary schools underscoring a very high extent of impact on the respondents’ professional development. Hence, a developmental plan was proposed to better the institutionalization and adoption of LS in the locale of the study.
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