ҚАЗАҚСТАН РЕСПУБЛИКАСЫ БІЛІМ ЖӘНЕ ҒЫЛЫМ МИНИСТРЛІГІ
«НАЗАРБАЕВ ЗИЯТКЕРЛІК МЕКТЕПТЕРІ» ДББҰ
ПЕДАГОГИКАЛЫҚ ШЕБЕРЛІК ОРТАЛЫҒЫ
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН
АОО «НАЗАРБАЕВ ИНТЕЛЛЕКТУАЛЬНЫЕ ШКОЛЫ»
ЦЕНТР ПЕДАГОГИЧЕСКОГО МАСТЕРСТВА
MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN
AEO «NAZARBAYEV INTELLECTUAL SCHOOLS»
CENTER OF EXCELLENCE
атты Қазақстан Республикасы Тәуелсіздігінің 20 жылдығына арналған ХАЛЫҚАРАЛЫҚ ҒЫЛЫМИ-
МЕЖДУНАРОДНАЯ НАУЧНО-ПРАКТИЧЕСКАЯ КОНФЕРЕНЦИЯ
посвященная 20-летию Независимости Республики Казахстан
INTERNATIONAL SCIENTIFICALLY-PRACTICAL CONFERENCE
dedicated to the 20
anniversary of independence of the Republic of Kazakhstan
Астана, 2011 ж. 5-6 желтоқсан
Астана, 5-6 декабря 2011 г.
Astana, 5-6 December, 2011
Баспаға «Назарбаев Зияткерлік мектептері» ДББҰ
Педагогикалық шеберлік орталығының
Әдістемелік кеңесі ұсынған
Рекомендовано к печати Методическим советом
Центра педагогического мастерства
АОО «Назарбаев Интеллектуальные школы»
Recommended for publication by Methodological Council of
Center of Excellence
AEO «Nazarbayev Intellectual Schools»
Б. Ғабдоллақызы; Ж.Қ. Нұрғожина.
Ғабдоллақызы Б.; Нургожина Ж.К.
K. Bakirov; B. Gabdollakyzy; J. Nurgozhina.
техника ғылымының кандидаты, доцент Ә.М. Нұрғожина.
кандидат технических наук, доцент Нургужина А.М.
candidate of engineering, associate professor A. Nurguzhina.
«Назарбаев Зияткерлік мектептері» ДББҰ Педагогикалық шеберлік орталығы, 2011, - ... б.
«Назарбаев Интеллектуальные школы» Центр педагогического мастерства, 2011, - ... с.
Intellectual Schools” Center of Excellence, 2011, - ... p.
Бұл жинақта педагог кадрларды даярлау мен біліктілігін арттырудың Мұғалімнің кәсіби дамуының
мұғалімдердің кәсіби дамуындағы маңызы сияқты басым бағыттары бойынша сараланған «Мұғалімнің
кәсіби дамуы: дәстүрлері мен өзгерістері» халықаралық ғылыми-тәжірибелік конференциясына
қатысушылардың ғылыми баяндамалары жарияланған.
В настоящем сборнике опубликованы научные доклады участников Международной научно-
практической конференции «Профессиональное развитие учителя: традиции и перемены» по приоритетным
направлениям подготовки и повышения квалификации педагогических кадров, определившим содержание
работы секций: Перспективы профессионального роста учителя; Социальный заказ общества –
эффективный учитель; Роль информационных технологий в профессиональном развитии учителя.
Scientific reports of the participants of «Teacher professional development: traditions and changes»
international scientifically-practical conference, in the priority areas of training and professional development of
teachers, which determined the content of the sections: Teacher professional growth perspectives; Social order
of the society – effective teacher; The role of IT in teacher professional development are published in this book.
ISBN 978-601-280-281-8 © «Назарбаев Зияткерлік мектептері» ДББҰ
Педагогикалық шеберлік орталығы
Центр педагогического мастерства
Center of Excellence
Since “rejoining” to the world history in 1868, Japanese had introduced new knowledge and way of thinking
from developed countries, especially the west Europe. In 1872, Japanese government established modern school
system, then in a couple of decade teachers’ educators in teacher’s colleges and also teachers in schools had
been influenced from philosophy of child-centered learning transferred from Europe. Lesson Study in Japan was
originated from this philosophical concept of human development and spread to schools in 1910’s and 1960’s
synchronous with democratic movement of society. Then since 1970’s Lesson Study has been fixed at almost of all
schools as an essential process for teachers’ professional development.
On these historical backgrounds, the Lesson Study has been stabilized as a culture and nature of school-based
teacher training in Japan. This long history of Lesson Study in Japan gives rich benefits to schools and teachers in
one hand, and in another hand it brings some difficulties in practice such as losing teaching and lesson observation
skills that has established in 1970’s, and motivation to improve their own lesson continuously. Almost of all
teachers draw their idea into Lesson Plan at least once a year and realize it in the Research Lesson, then reflect
it in the Post-Lesson Discussion Meeting with their colleague. This established Lesson Study system should be
innovated and passes to younger generation for further development. This is the situation that Japanese Lesson
Study is confronting at present.
This paper tries to describe relocation of Lesson Study model from point of view of “Change Management
Recipe” in order to improve it and exam its feature and possibilities. Thorough this paper the author tries to find a
way to raise Lesson Study into high quality of Teachers’ Professional Learning and school improvement in Japan,
as well as in Asian countries.
Lesson Study as school-based teacher training
program includes following basic processes:
developing and composing a Lesson Plan;
examining the plan in a Research Lesson (RL);
reflecting RL in a Post-Lesson Conference (PLC);
and acquired results from PLC will be plasticized
in daily lessons for improving teachers’ teaching
ability. This process is most popular and basic
unit of Lesson Study program in Japan, and in the
world as well. This process can be seen as a change
management recipe that is normally drown as a
model of “Plan-Do-Check-Action” cycle, and in
this paper the author tries to conceptualize Lesson
Study Model as change management recipe (see
teacher for Research Lesson will make a concept
of the lesson with composing a Lesson Plan. Pr-
Lesson Meeting will be set up within the grade
Fig. 1 Changed Management Recipe
- compose Lesson Plan
teacher team or subject committee for detailed check. Generally making Lesson Plan needs to refine draft plans
in the level, it is to conduct Research Lessons. To closely study from facts on how children actually learn
things. There are many ways to observe “aspects of children” during Research Lessons such as filming a lesson in
video, documenting a lesson in scripted record or observation of sample children/students. In “C-phase” as in the
processes of children through collected data of the lesson from scripted lesson documents or video footage, and
verify results whether lesson purposes, methods and its structures are appropriate or not. The PLC is an occasion
to search keys or find assignments for further improvements of teachers’ skill and quality of lessons. In A-phase as
in the level, the results from the PLC are applied and assigned to daily lessons.
These PDCA cycle can be known as “Lesson Study Management” plays key roll for establish of Lesson Study
program for both of the schools that newly introduced the concept of Lesson Study and also schools that has
already established school improvement system under cooperate of teachers. This cycle shows lesson is not under
possession of individual teachers or secret of classroom kingdom. Lesson is common resources among young and
skilled teachers include principal or curriculum managing teachers.
It is significant in the “P- phase” , in which Lesson Plan will be refined with some draft plans through
discussions, teachers exercise ideas with their colleague teachers by simulating how a lesson takes place in the
Research Lesson. The previous exercise on the Lesson Plan allows finding possible improvements or difficulties
in aspects that you may not have seen on your own.
The Lesson Study Management is a concept of whole of Lesson Study program and its cycle from preparing a
lesson to improvement of the lesson in the next stage. The Lesson Study Management is not limited on writing or
revising of Lesson Plan or conducting research lessons, but that is whole process or cycle of continual and essential
lesson improvement and school development.
Introducing a couple of Research Lesson in the school is not enough effective for improving individual
practices, because success or failure of a Research Lesson likely depends on skills of individual teachers. Normally
a school consists of different skilled and careered teachers those who belong at different levels: beginning, young,
middle and experienced. It is imperative to establish a Lesson Study program that covers an entire school so that
teachers have opportunity to enhance their skills through cooperation with colleagues to create Lesson Study cycle.
Fig. 2 Macro cycle of Lesson Study Management
- foundation of organizations
- set study themes, aims and
- plan Lesson Study program
and annual plan
-analyze result and
- revise plan for next
- evaluate results from LS
- evaluate annual plan
- reflect and find revise
topics in the plan
- implement Lesson Study
program in practice
- reflect individual
Figure 2 shows a model of a “macro cycle of Lesson Study”,
which aims to improve quality of Lesson Study programs
through a year. This macro cycle is a tool to develop a scheme
for Lesson Study programs and is also a program to improve the
nature of mid- and long-term Lesson Study programs that aim
to learn from each other. Therefore to organize Lesson Study
program leads to establishing teachers’ professional learning
community in that all teachers cooperate to improve their
teaching skills each other as expert and specialist of subject and
lesson development, and as colleagues in the school.
Figure 3 shows an annual flow of Lesson Study programs.
It is recommended to organically relate the three management
cycles as layers in order to reinforce Lesson Study programs
with the concept of Lesson Study Management:
The first cycle is to establish and improve a Lesson Study
program with the annual level “Macro cycle”;
The second cycle is to improve skills to
practice and observe lessons with the “Basic cycle” that is based on a single practice of a Research Lesson;
The third cycle is to develop a skill to conceptualize lessons with the “Micro cycle”, in that to be prepared a
detailed Lesson Plan.
3. Lesson Study as Organizational Learning Model
3.1 Organizational Learning
Without organizational learning vision and mission by all teachers and staff, significant improvements for
quality of Lesson Study are not achieved. It does not sufficiently help if efforts are simply preparing an annual plan
or taking leadership by one of few leaders as like school principal or curriculum manager. The improvements need
prolonged activities that at last more than one school year unless your purpose is to withstand an annual inspection
by the board of education or other institution. In addition to the leadership of the principal, mid-level leaders such
as a lesson study chief or curriculum coordination chief need to carefully make planning and pick up voices from
department meetings and flexibly and confidently run Lesson Study programs. Otherwise, the scheme to support
Lesson Study for a school year or longer cannot be established. Therefore, it is necessary to develop in-school
organizations for Lesson Study. The following shows examples of organization for the Lesson Study.
The committee is substantially responsible for promoting a research lesson based on instructions and
counseling from principal, vice-principal or core teachers for school research. It is composed of a lesson study
chief, curriculum coordination chief, chief of subjects/grades teams and involved other responsible members to
facilitate the practical research. The major responsibilities of LS promotion committee are as follows:
• To developing aims and strategies; to make an action plan to promote practical research
• To establish organizations and Lesson Study annual programs,
• To plan and run the LS promotion committee and teachers conference, and
• To assign external lecturers; to coordinate for Research Lesson teachers
3.1.2 Teachers Conference
All teaches and staffs participate in the teachers’ conference. Aims and strategies of school development and
study are made decision in this conference. The major responsibilities of teachers’ conference are as follows:
• To check and make decisions on proposals from the promotion committee,
• To conduct Research Lessons, Pre-check of Lesson Plan and Post-Lesson Conference; and other
training programs, and
• To discuss and reflect of result of Lesson Study program
3.1.3 Subject/Grade Committees
Plan – Do – Check - Action
Fig. 3 Three Lesson Study Management cycles in annual flow
According to a research theme of the school, it is organized and founded such as subject committees or grade
• To develop and practice an annual plan for Lesson Study for each subject or grade,
• To plan and conduct a Research Lesson as well as Post-Lesson Conference,
• To review Research Lessons of the term and to plan for the next term,
• To review committees annual activities and to revise them for the next school year
3.2 Conducting a Research Lesson
According to school sizes or study themes, frequencies and scales of Research Lessons as part of Lesson Study
programs highly vary. Some schools that have nominate as pilot or project school to fulfill their study themes by
the board of education and have targets towards particular Lesson Study themes. On the contrary, others may not
be very familiar with Lesson Study as teachers’ training program and their achievement and result has been still
remained at poor level. In these cases, what should be a key to promote high quality Lesson Study program? The
Lesson Study can be an answer to change the current situation of the school and clarifies an image to improve. In
order to improve the quality of Lesson Study programs, a large number of practices of Research Lesson are not
necessary. Specifying aims and strategies of Lesson Study programs and a constructional approach are effective
for this purpose. The following is an example of a constructional approach for Lesson Study programs:
Firstly, a “Standard Research Lesson” organized by only school staff without external lecturers or
advisors. This should be held three to four times per year (depends on school size) involved subject and
grade committee. The purpose of this Lesson Study is for each participant to clarify his/her own theme
and to improve lesson skills through collaborated reviews on a Lesson Plan with collogues (Micro cycle of
LS management). This may be conducted along school years and seek particular theme for subject /grade
Secondly, to conduct a Research Lesson as a “Special Research Lesson”, that provides teachers’ external
consultation for instance during inspection by the board of education of the local government and involves
all teaching stuff of the school. This should be held two to three times per year. The Special Research Lesson
should be organized by a teacher on request in the aim of his/her skill development that will be share with
his/her colleagues. They should be assigned according to teachers’ experiences, subjects or other factors.
Thirdly, to invite an external lecturer and conduct a Research Lesson as an “Extended Research Lesson”
that targets to set a common goal image for all school staff and will be held once or twice per year. This
Extended Research Lesson should be organized as a model lesson for all school staff to have a common
understanding regarding their study theme and its contents should encourage raising issues.
The important thing is to locate these three types of Research Lessons on one year long PDCA cycle that was
shown in Fig.3 as Macro cycle of Lesson Study management, and to share significances and directions of each
style of Research Lessons and their roles among staff.