Implementing Lesson Study in Middle Schools: Benefits and Challenges

Abstract

Lesson study (LS) as teacher development strategy has received a great deal of attention from researchers and teachers alike. It involves teachers’ collaboratively planning lessons, observing lessons, and then discussing their observations of the teaching and learning process. The study in question is part of a larger project that explored the implementation of LS in three middle schools in Eritrea. Semi-structured interviews and participants’ reflective reports were used to generate data during the different phases of LS. By drawing on the qualitative data, the study identified factors that supported or hindered the implementation of LS in Eritrea. LS enhanced the content and pedagogical knowledge, observation skills, collaboration, confidence and motivation of teachers. It also enhanced student learning. However, challenges such as lack of time, the novelty (newness) of LS and a resource-poor context posed a threat to teachers’ participation in LS. Given the benefits identified, this study advises policymakers in Eritrea to consider plans that would promote the use of LS as school-based teacher development strategy in all school districts nationally.