Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers

Michel P. Basister, Jöran Petersson and Rowena D. T. Baconguis

SAGE Open, 2025, vol. 15, issue 3, 21582440251365692

Abstract: One of the institutionalized collaborative practices among teachers and other educators is the conduct of lesson study (LS). Considering the growing interest in the potential of LS to improve the quality of education through collaboration, it is worth exploring its potential contribution to enhancing the teaching competencies of teachers. This study determined the effects of LS on the teaching competencies as perceived by preservice and in-service teachers in mathematics and special education. A quasi-experimental study was undertaken in two selected middle schools (years 7–10). The participants’ perceived teaching competencies before and after the four LS cycles were determined using a survey questionnaire with indicators grouped into four dimensions: concept of diversity, teaching methodology, support services, and community participation. The Wilcoxon Signed-Rank test demonstrated a statistically significant large difference ( r  = .85, Z  = 3.29, p  

Keywords: professional learning communities; in-service teachers; preservice teachers; lesson study; professional development; inclusive education; perceived teaching competency (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251365692

DOI: 10.1177/21582440251365692

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