Tertiary teachers’ perceptions of perceived difficulties and solutions to the implementation of Lesson study for their Continous Professional Development

DOI: 10.18173/2354-1075.2023-0044

Abstract

Teachers’ Continuous Professional Development (CPD) through the application of Lesson Study (LS) has been receiving great attention from education practitioners in Vietnam. This qualitative and case study research was conducted to investigate the lecturer’s views on their perceived difficulties in LS implementation. In addition, lecturers’ solutions to improve the quality of LS implementation were also addressed. Through data obtained from semi-structured interview activities, the research has pointed out three major difficulties faced by lecturers which were (1) the lecturers’ lack of confidence in participating in the LS activities during the initial period of model implementation, (2) lecturers’ difficulties in managing time to be able to fully participate in the implementation and finally (3) lecturers’ difficulties in reaching consensus on common, decisive conclusions for the LS activities. In addition, the research also showed lecturers’ recommendations for improving the effectiveness of the LS implementation contributing to strengthening their CPD.