Lesson Study: An Innovation for Inspiring Lifelong Learning among Basic Science Technology Teachers’ in Nigeria

Abstract

To enhance classroom teaching, every teacher ought to keep up with the latest trends in education and teaching practices. Teachers are required to adopt the mind-set of lifelong learning and one of the approaches is through the Lesson Study model. Lesson Study is a teaching improvement and knowledge building process; it has been propagated as an innovative and effective model of teacher professional development. The aim of the current study therefore, is to explore the effect of Lesson Study as an innovation for lifelong learning among basic science and technology teachers. To achieve this, a quasi experimental design was employed. Six classes including 6 teachers and 240 pupils were randomly assigned into experimental and control group. The data was collected by applying the two instruments Basic Science and Technology Achievement Test (BSTAT) and Classroom Lesson Observation Checklist (CLOC). The result indicates a significant improvement in lesson delivery skills of teachers exposed to Lesson Study model comparing to those in the control group. In addition, the pupils in the experimental group showed more commitment and higher achievement in learning science than the control group. Therefore, Lesson Study model is suggested to be adopted by head teachers and principals to improve basic science and technology teachers’ innovation and lifelong learning. // Paper ID 165