International Journal of Pedagogics
246
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
246-248
10.37547/ijp/Volume05Issue03-70
The role of the lesson study approach in the professional
development of teachers of the school of general secondary
education
Muradova Feruza
A.National Institute of pedagogical skills named after Avloni is a 3rd stage base doctoral student, Uzbekistan
Received:
29 January 2025;
Accepted:
28 February 2025;
Published:
31 March 2025
Abstract:
This article presents the role and main features of the Lesson Study approach in improving the
professional skills of school teachers. It also provides suggestions and recommendations on the advantages of this
approach and the stages of its implementation.
Keywords:
Lesson Study, teacher, students, observation, analysis, skill, collaboration, lesson, quality of education,
cycle.
Introduction:
The quality and effectiveness of
Education largely depends on the knowledge and
qualifications of teachers. No country's educational
indicators can exceed the knowledge and qualifications
of its teachers. Therefore, as the importance of
continuous professional development of teachers
increases, the teaching career also remains associated
precisely with professional development.
There are a lot of traditional methods that ensure the
professional development of teachers. In particular,
common methods in Uzbekistan are the use of courses
aimed at improving the skills of teachers, organizing
seminars, familiarizing yourself with the activities of an
experienced school or teacher, among others.
In the place of information, it can be said that the total
number of teachers teaching in schools in Uzbekistan
was reported in the cross section of the school years.
The total number of teachers teaching in schools has
increased to 78.3 thousand in the last 6 years.
According to the statistical agency, at the beginning of
the 2024/2025 academic year, the total number of
teachers (without seats) teaching in general secondary
schools in Uzbekistan was 564.9 thousand. This figure
increased by 78.3 thousand compared to the beginning
of the 2019/2020 academic year. The number of
teachers (without seats) teaching in general secondary
education organizations in the cross section of years:
● 486.6 thous
and people per academic year
2019/2020;
● 508.2 thousand people per academic year
2020/2021;
● 510.0 thousand people per academic year
2021/2022;
● 521.6 thousand people per academic year
2022/2023;
● 547.7 thousand people per academic year
2023/2024;
● 56
4.9 thousand people per academic year
2024/2025.
In particular, as for the analysis of educational
institutions, the number of public educational
institutions operating at the beginning of the
2024/2025 academic year was 10,943. The increase in
these indicators from year to year, that is, the increase
in the number of educational institutions and teachers
operating in them, makes it necessary for teachers to
work even more and gain experience in themselves. To
date, the introduction of foreign experiences into the
educational system of Uzbekistan has created a
number of changes in the work and professional
development of teachers on their own. The
introduction into practice of methods recognized and
applied by developed countries of the world, in
contrast to the old, traditional methods, is becoming
one of the pressing issues of today. In particular, we
International Journal of Pedagogics
247
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International Journal of Pedagogics (ISSN: 2771-2281)
reflect on the Lesson Study approach, which is currently
being used in a number of countries.
Today, Lesson Study is widely distributed around the
world and is also used in other countries as an effective
method for improving teacher skills. The Japanese
education system and the continuing emphasis on
teacher training led to the worldwide successful
development of the Lesson Study approach. This
method encourages teachers to work as groups, plan
and analyze classes together, resulting in improved
quality of Education.
Lesson Study is a teaching practice that originated in
Japan and is a collaborative process between teachers
to improve the quality of teaching and education. In the
Lesson Study process, a team of teachers design,
conduct, analyze and improve the lesson to make it
more effective.
Lesson Study is a professional development approach
where teachers plan, observe and analyze classes
together to improve teaching and learning.
Lesson Study originated in Japan, derived from the
Japanese word “Jugyou Kenkyuu” (
授業研究
授業研
).
The methodology was developed by teachers at Tokyo
University (then-name - Tokyo Normal School) in 1872
during the educational reform of the Meiji period of
Japan.
•
1872: officially introduced in Japan.
•
1990s: began to spread to the United States and other
countries.
•
1999: widely promoted in Western countries by
American scientist James Stigler.
Lesson Study has long been used in Japan as a school
proficiency program. It is a bottom-up professional
development approach in which participating teachers
plan (research), teach and reflect on the course and
improve it together. Such cycle improvement of the
lesson will continue until the teachers are satisfied with
its quality.
Researcher X.Ismailov reflected on Lesson study's
teacher professionalism, saying " one of Lesson study's
most significant differences from other professional
development methods is that Lesson study's focus is on
student learning rather than teacher assessment. Given
that each process is prepared together, the Lesson
Study is similar to an action study that leads to the
search and study of teachers through collective
planning, observation and reflection of the lesson. It is
an important educational technology that does not
have a mold, requires local approaches,” he notes.
We describe the main features of the Lesson study as
follows:
1. Collaborative lesson development
: a group of
teachers working in the same subject or at the same
educational level create a collaborative lesson plan.
This includes choosing a topic, setting educational
goals, planning assignments, and identifying teaching
methods.
2. Lesson tracking
: one of the teachers leads a lesson
with the students, while the rest of the teachers follow.
During the course, observers note how students react
to assignments, which teaching methods are most
effective, and where difficulties arise.
3. Analysis and discussion
: after Class, All Group
teachers gather to discuss what worked and what did
not. Teachers analyze the behavior of students,
teaching methods, the results of the educational
process. Both the strengths of the lesson and the areas
that can be improved are discussed.
4. Repetition and improvement of the lesson
: on the
basis of discussion, teachers make changes to the
structure and content of the lesson in order to
eliminate shortcomings and improve the quality of
Education. These improvements may be minor (e.g.
changing the text of assignments) or more complex
(e.g. changing the methods of presenting the material).
5. Cyclicality
: this process is repeated several times,
with classes being more efficient in each cycle, and
teachers teaching each other new methods and
approaches.
We explain the advantage aspects of the Lesson Study
approach in improving teacher professionalism as
follows:
1. Teacher training
: Lesson Study helps to exchange
experiences between teachers, to improve their
pedagogical skills, to find new methods and approaches
to teaching.
2. Working together
: this allows teachers to work as a
team, which helps in team learning and support. The
design and analysis of a joint lesson will help teachers
understand how different approaches affect the
learning process.
3. Improving the quality of classes
: the process of
carrying out the analysis and improvement of classes
makes classes more interesting and effective. Teachers
receive feedback to help improve the quality of
Education.
4. Student focus
: Lesson Study is designed to
understand how students perceive and learn material.
Monitoring student reactions helps teachers correct
their methods and make classes more effective.
5. Culture of openness and collaboration
: unlike the
traditional approach in which teachers work alone,
Lesson Study creates an atmosphere of collaboration
International Journal of Pedagogics
248
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
and openness. Teachers are not afraid to share their
mistakes and shortcomings and work together to
correct them.
The course learning process is carried out at the
following stages:
1. Group formation
: a group of teachers is formed who
are interested in improving the quality of lessons and
teaching. Ideally, this group should consist of 3-5
teachers.
2. Topic selection
: teachers choose a topic of the lesson
that interests all participants and is suitable for the
curriculum.
3. Lesson planning in collaboration
: together, teachers
discuss the goals, methods, materials and tasks they
use to develop a lesson plan.
4. Conducting a lesson
: one of the teachers manages
the lesson, and the rest observes. Observers record
how students interact with the material and how the
teacher manages the class.
5. Discussion and analysis
: after class, teachers gather
and discuss what went well and what needs to be
changed. They share their observations, analyze the
behavior of students and find ways to improve.
6. Changing the lesson
: on the basis of analysis,
teachers make changes to the lesson plan. This can be
improving assignments, changing the structure of the
lesson, or introducing new methods of teaching.
7. Cycle repetition
: this process is repeated several
times, and the quality of each new lesson conducted
improves, which contributes to the professional growth
of teachers and the improvement of the educational
process in general.
Lesson Study is a powerful tool for improving the
quality of Education. It helps to improve teachers '
skills, increases the effectiveness of classes, and helps
to form a culture of cooperation and exchange of
experience between teachers. This approach is
especially applicable to improving teaching practices,
as it allows teachers not only to design and improve
their own lessons, but also to understand more deeply
how different methods and methods affect students.
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