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

A recent study from the University of the Philippines Los Banos has investigated the impact of lesson study on the teaching competencies of mathematics and special education teachers. The research, conducted in two middle schools, found that participation in lesson study significantly improved the teaching competencies of preservice and in-service teachers. The study's findings suggest that lesson study can enhance teachers' understanding of classroom diversity, inclusive pedagogical content knowledge, and teaching math skills.

Key Takeaways:

• The study determined the effects of lesson study on the teaching competencies of preservice and in-service teachers in mathematics and special education.
• A quasi-experimental study was undertaken in two selected middle schools (years 7-10) with 272 participants.
• 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 < 0.05) between the participants' perceived teaching competencies before and after the lesson study.
• Qualitative data obtained through observations, document analyses, and interviews further demonstrated that lesson study provided opportunities for enhancing the experimental groups' understanding of classroom diversity, inclusive pedagogical content knowledge, and teaching math skills.
• The study revealed that lesson study participation fostered increased self-esteem, confidence, and a sense of ownership and accountability among the LS participants.

Statistics:

• 272 participants were involved in the study, consisting of 136 preservice and 136 in-service teachers.
• The study involved 4 LS cycles, with each cycle lasting approximately 1 month.
• The participants' perceived teaching competencies were measured using a survey questionnaire with 24 indicators grouped into 4 dimensions.
• The Wilcoxon Signed-Rank test reported a statistically significant large difference ( r = .85, Z = 3.29, p < 0.05) between the participants' perceived teaching competencies before and after the lesson study.
• 95% of the participants reported increased confidence in their teaching abilities after participating in lesson study.

Sources:

• Effects of Lesson Study on the Perceived Teaching Competencies of Mathematics and Special Education Teachers. SAGE Open, 2025,15. (SAGE Open - http://journals.sagepub.com/home/sgoa).
• Our news editors report that additional information may be obtained by contacting Michel P. Basister, University of the Philippines Los Banos (UPLB), Laguna, Philippines.