Lesson study

This study examined the implementation and perceived effectiveness of Inquiry-Based Learning (IBL) strategies in science among teachers and students in five public junior high schools in Panabo City, Davao del Norte. Anchored in Constructivist Learning Theory, Social Constructivism, Progressive Inquiry, and Cognitive Load Theory, it employed a quantitative descriptive-correlational design. Respondents comprised 31 Science teachers selected through total enumeration and 100 Grade 10 students selected through purposive sampling. Data were collected using validated researcher-developed questionnaires and analyzed using descriptive statistics, Pearson correlation, and independent samples t-tests. Teachers rated IBL implementation as Highly Implemented (M = 4.66) and its effectiveness as Highly Effective (M = 4.71), whereas students rated implementation as Implemented (M = 4.17) and effectiveness as Effective (M = 4.09). Significant positive relationships emerged between implementation and perceived effectiveness, with stronger associations in students’ assessments. Significant differences between teacher and student ratings indicated disparities in their classroom perceptions. The findings concerned student engagement, conceptual understanding, scientific inquiry skills, collaborative learning, and problem-solving abilities. The study proposed the INQUIRE+ Professional Development Program to strengthen Science teachers’ inquiry-based instruction through coaching, collaborative lesson study, reflective practice, and systematic monitoring and evaluation. It aligns with Sustainable Development Goal 4 (Quality Education) by supporting improved Science instruction and continuing teacher development. Its contribution to educational and institutional sustainability lies in promoting sustained professional learning, school-based collaboration, and evidence-informed instructional improvement across participating schools and varied local classroom learning contexts. Further evaluation of the proposed program is needed to establish its effectiveness after implementation.

This study explored collaborative lesson planning practices as part of lesson study-based supervision in selected public primary schools in Bagamoyo District, Tanzania. The study was guided by Social Constructivist Theory and employed a qualitative case study design, with Bagamoyo District as the bounded case and four selected public primary schools as embedded units of analysis. A total of 34 participants, comprising 28 classroom teachers, four head teachers, and two Ward Education Officers, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis and were analysed thematically. The findings revealed that collaborative lesson planning was widely practiced in the selected schools through joint preparation of lesson plans, discussion of learning objectives and teaching strategies, development of teaching aids, and sharing of instructional knowledge and resources. Teachers reported that these practices enhanced professional learning, teaching confidence, pedagogical knowledge, and collective problem-solving. However, the implementation of collaborative lesson planning was constrained by heavy teaching workloads, limited time, inadequate instructional resources, and competing administrative responsibilities. The study concludes that collaborative lesson planning constitutes an important foundation of lesson study-based supervision and provides teachers with opportunities for continuous professional learning and improvement of instructional practice. The study recommends that school leaders and education authorities allocate adequate time and resources for collaborative lesson planning, strengthen institutional support, and minimise competing responsibilities that interfere with regular lesson study activities

This study examines how language teacher creativity emerges and interacts with emotions in university–school collaborative lesson study (LS) projects in China. Drawing on sociocultural theory, it conceptualizes creativity as a socially mediated and emotionally infused learning process. Using a qualitative design, it collected multiple sources of data from LS cycles through interviews, reflections, collective discussions, teaching documents, and classroom observations. The thematic analysis revealed four interconnected manifestations of language teacher creativity and a fifth theme illustrating the dual role of emotions in enabling and constraining creative practice. Findings show that creativity is negotiated between structure and freedom, emotionally regulated through both integral and context-contingent emotions, and mediated by language content as a key resource for pedagogical innovation. The study reconceptualizes emotions beyond a positive–negative dichotomy and highlights the pedagogical role of language content. It suggests that teacher educators (TEs) balance structure and autonomy, attend to power dynamics, and harness emotions constructively to foster teacher creativity.

این پژوهش به بررسی چگونگی ظهور خلاقیت معلمان زبان و تعامل آن با هیجانات در پروژه‌های مطالعه درس (LS) مبتنی بر همکاری دانشگاه و مدرسه در چین می‌پردازد. با بهره‌گیری از نظریه جامعه‌فرهنگی، خلاقیت به‌عنوان فرایندی یادگیری که به‌صورت اجتماعی میانجی‌گری شده و آمیخته با هیجان است، مفهوم‌پردازی می‌شود. این پژوهش با رویکرد کیفی، داده‌های متعددی را از چرخه‌های مطالعه درس از طریق مصاحبه‌ها، تأملات، بحث‌های جمعی، اسناد آموزشی و مشاهده‌های کلاسی گردآوری کرده است. تحلیل تماتیک چهار تجلی درهم‌تنیده از خلاقیت معلمان زبان و یک تم پنجم را که نقش دوگانه هیجانات در تسهیل و محدودسازی عمل خلاقانه را نشان می‌دهد، آشکار ساخت. یافته‌ها نشان می‌دهد که خلاقیت در بین ساختار و آزادی مورد مذاکره قرار می‌گیرد، از طریق هیجانات اساسی و وابسته به زمینه به‌صورت هیجانی تنظیم می‌شود و محتوای زبانی به‌عنوان منبعی کلیدی برای نوآوری آموزشی نقش میانجی دارد. این مطالعه هیجانات را فراتر از دوگانگی مثبت-منفی بازتعریف می‌کند و نقش آموزشی محتوای زبان را برجسته می‌سازد. همچنین پیشنهاد می‌کند که مربیان معلمان (TEs) میان ساختار و خودمختاری تعادل برقرار کنند، به پویایی‌های قدرت توجه داشته باشند و هیجانات را به‌صورت سازنده برای پرورش خلاقیت معلمان به‌کار گیرند.