Open AccessChallenges of implementing Lesson Study in Cambodia: Mathematics and Science Teaching by using Lesson Study at Happy Chandara School
Author(s) -
Visa Kim,
Makara Douch,
Savrin Thy,
Chokchai Yuenyong,
Sampan Thinwiangthong
Publication year - 2019
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1340/1/012071
Subject(s) - lesson study , lesson plan , mathematics education , plan (archaeology) , action plan , work (physics) , action research , subject (documents) , professional development , pedagogy , psychology , computer science , engineering , library science , management , mechanical engineering , archaeology , economics , history
This study diagnoses the challenges of implementing Lesson Study (LS) in teaching mathematics and science at the junior high school and the senior high school of Happy Chandara School (HCS), Cambodia. This action research was selected during July 2017 to July 2018. The study seeks to answer two main questions: 1) what are the advantages of implementing LS? 2) What are the challenges of implementing LS? To collect the data, we carried out 5 steps: classroom observation, assessments of pedagogical content knowledge (PCK), surveys of teachers and school directors, introducing LS, and implementing LS. As the result, it found that LS helped teachers: to clarify the level of learning outcomes to which the instruction should be directed; to make a qualified lesson plan (it is not individual work); to become more cooperative to improve their teaching and students’ learning; and to build up the professional capacity among the group work of their colleagues with the same subject. Furthermore it sheds light on content and instruction, instructional support systems, the implementation of teacher standards, and time management as the challenges.