What Do We Get From Lesson Study? German Primary School Teachers on Outcomes and Preconditions

• In Event: Lesson Study for Improved Teacher Development

Abstract

This mixed-methods study examines teachers’ perceptions on Lesson Study (LS) after a five-year project in elementary schools (N = 15) in Germany. Using an online questionnaire, teachers’ (N = 37) perceptions of preconditions for implementing LS, of the usefulness and benefits of LS, and of changes in their job-related motivation were assessed. The results indicate that LS implementation requires a number of conditions, primarily time and personnel resources, organizational effort, and staff motivation. Teachers perceived LS as beneficial in many respects and indicated some increase in their job-related motivation in terms of enthusiasm and self-efficacy for teaching high-achieving students and collective self-efficacy. The results highlight the need to improve structural conditions to enable continuous teacher participation and growth through LS.

Authors

• Eva Kalinowski, University of Potsdam

• Klara Kager, University of Potsdam

• Swantje Bolli, University of Potsdam

• Miriam Vock, University of Potsdam