Enhancing professional development with Lesson study training for Lecturers at Higher education institution in Lao PDR

Abstract

This research used to action research that result from the implementation of a training course to promote the lesson study process for lecturers at the higher education in the Lao PDR. This study aimed to evaluate cognitive effectiveness, ability in lesson plan design, and skills in lesson study in lecturers’ professional development at Souphanouvong University, Lao PDR. This paper focuses on the relevancy assessment, implementation, and evaluation of the lesson study skills in lecturers’ professional development as the subsequent study. The researchers employed action research, a three-step process adopted for lesson study, encompassing planning, four days of training, implementing teaching and observation in the classroom, and finally evaluating its effectiveness as a reflection of lesson study skills, which was a portion of lecturers' professional development. 56 lecturers from six faculties were used as a sample for training, and 10 lecturers who voluntarily participated were used in the application. Testing, an assessment form for the ability to design lesson plans, a lesson study skills assessment form, and the teaching record book were research tools. The mean, standard deviation, and t-test were applied to statistical analysis. The findings were: 1) the cognitive effectiveness of the lesson study process was significantly improved over criteria on a double percentage at a level of .05; 2) the design ability of the lesson plan was at a high level; and 3) the lesson study skills for the lecturers’ professional development results were at good levels. This is the first application of the lesson study process in the context of higher education in Laos. Lesson study was an approach that assisted lecturers to increase professional competency to be true "teacher professionals" in the future.