the practices and challenges of teacher educators

The Practices and Challenges Temesgen Yadeta & Woldu Assef 69

ORIGINAL ARTICLE

The Practices and Challenges of Teacher Educators’Professional Development through Lesson Study: Focus onOromia Colleges of Teachers Education

Temesgen Yadeta & Woldu Assefa

Abstract

Teachers’ professional development is the core of educational improvement. Thus, themain purpose of this study was to assess the practices and challenges of teachereducators’ professional development through Lesson Study in Oromia colleges ofteacher education. To this effect, descriptive survey method was used. Teachereducators, academic vice deans, stream heads and lesson taught were the main sourcesof data. Cluster sampling, simple random and purposive sampling techniques were used.Questionnaire, interview and observation were the main tools of data collection.Quantitative data were analyzed using SPSS version 23 and descriptive statistics such aspercentage and mean values. Qualitative data were analyzed using coding, thematic andverbatim quotes. The study depicted the existences of limited practices of Lesson Studywith inadequate knowledge, skills and experiences in the colleges of teacher education.However, the existed practices of Lesson Study had enhanced teacher educators’content knowledge and pedagogical skills, encouraged teacher educators’ peercollaboration and provided teacher educators’ insight into students’ learning. Yet, thepractices of Lesson Study had been challenged by teacher educators’ traditionalteaching practices and attitudes, knowledge and skill gaps, lack of efforts to scale-upand the lack of commitment, encouragement and supports needed. In conclusions, thepractices of Lesson Study in the colleges of teacher education had been most oftensuperficial and challenged with predominance of traditional classroom pedagogy andattitudes. Therefore, colleges of teacher education should move from limited, premature,and surface implementation features of Lesson Study to knowledge and skill basedexpertise with collaborative attitudes as a means to support and promote better teachingand learning. Among the study’s recommendations, changing the traditional teachingpractices and attitudes, strengthening peer collaboration and scaling-up the existinglimited practices of Lesson Study could be mentioned.

Key words: Lesson study, research lesson, studygroup, teachers’ professional development

_________________________________________________________________________College of Education and Behavioral Sciences, Department of Teacher Education andCurriculum Studies, Jimma University, Jimma

INTRODUCTIONBackground of the StudyEducation is a key to nation building. Thequality of education to a great extentdepends on the professional competence ofteachers. Accordingly in Ethiopia, there hasbeen a paradigm shift in how teachers aretrained and expected to play theirprofessional roles and responsibilities. Inthis regard, the Ethiopian Education andTraining Policy (1994), acknowledges theneed for professionally competent teachersto move the country forward in thedirection of the national educationalobjectives. The professional competence ofteachers in the school is turn, influenced byprofessional quality of teacher educators.Thus, teacher educators are placed at thevery center of educational development.

In Ethiopia, teacher educators areconsidered at the forefront of educationalinitiatives and innovations. Accordingly,among actions to professionalize theteacher educators one is focused on thecontinuing professional development. Thecontinuing professional development(CPD) of teachers is viewed as vital tomaintain and enhance the quality of theachievement of the educational mission.Besides, teacher educators are required tobelong to an active learning communitywith shared professional interests andcommitments. Further, teacher educatorsare also required to model in theestablishment of a system and culture ofCPD through diverse routes and inaccordance with principles of lifelonglearning (TESO, 2003).

Current researches suggests that providingintensive, content-rich, and collegiallearning opportunities for teachers canimprove both teaching and student learning(Suratno, 2013). Teacher educationinstitution that support teachers with well-designed and rich professionaldevelopment, help teachers to create thesame types of rigorous and engagingopportunities for students-a foundation for

student success in school and beyond(Ferreira, & Ono, 2010, Gulamhussein,2013 & Harwell, 2001). Similarly, Craig,H. & et al. (1998) noted that educationalinstitution based on CPD is one of theeffective ways of improving education asfar as teaching is concerned, as ittargets self development, group andeventually institutional development.

Thus, professional development can nolonger just be about exposing teachers to aconcept in a one-time workshop, seminaror giving teacher’s basic knowledge abouta teaching methodology. Instead,professional development in an era ofaccountability requires a fundamentalchange in a teacher’s practice that leads toincreases in student learning in and outsideclassroom (Gulamhussein, 2013).

Further, the traditional teacherprofessional development approachesdelivered in the form of workshops,seminars, conferences or courses have beencriticized by many researchers as beingbrief, fragmented, incoherent de-contextualized and isolated from realclassroom situations (Reimers, 2003).The rise of constructive approach tolearning coupled with criticism oftraditional teacher professionaldevelopment efforts lead to an alternativeparadigm of professional development likeLesson Study (Dudley, 2014). LessonStudy can apply at all levels to learning,teaching, curriculum development,assessment, teacher education and schoolleadership (Dudley, 2014). It is aprofessional development activity that ischaracterized as classroom-situated,context-based, learner-focused,improvement-oriented and teacher-owned.It is also collaborative and resourceeffective (cost, labor and time). Thesefeatures of Lesson Study match theprinciples of high quality professionaldevelopment (Reimers, 2003).


Further, in lesson study teachers worktogether, learn about, try out, and reflect onnew practices in their specific context,sharing their individual knowledge andexpertise. Thus, teachers serve as supportgroups for one another in improvingpractice. The assumption is collective workin trusting environments provides a basisfor inquiry and reflection, allowingteachers to raise issues, take risks, andaddress dilemmas in their own practice.Change occurs as teachers learn todescribe, discuss, and adjust their practicesaccording to a collectively held standard ofteaching quality. The process of learningwith colleagues in small, trusting,supportive groups makes the difference( Little, 2003 Cited in Darling-Hammond,2009).

Lesson Study became popular in Japanafter the 1960s. Recently, it is a form ofprofessional development favored byteachers in many parts of the world; such asin Singapore, China, Indonesia, Britain,United States, Sweden and Canada(Dudley, 2011). Lesson Study has beenused successfully in these countries notonly to improve teachers’ professionalcompetence but also curriculum, pedagogyand students achievement (Lewis &Tshuchida, 1998). Likewise in Ethiopia, in order to promoteteacher educators’ professionaldevelopment and reach the school teachers,Japan International Cooperation Agency(JICA) has introduced Lesson Study toOromia Colleges of Teachers’ Educationsince 2008. Though, domestic studies arehardly existent in the area, lesson study hasnot been observed flourishing in manyteacher education colleges of the region.Thus, in order to obtain the most educativevalue of Lesson Study in Oromia teachereducation colleges, early intervention isneeded. This calls for the study. Therefore,this study was intended to assess thepractices and challenges of teacher

educators’ professional developmentthrough lesson study in Oromia Colleges ofTeacher Education.

Statement of the ProblemTeachers’ professional development is thecore of educational improvement.Accordingly, many scholars would agreewith the idea that school based professionaldevelopment mainly actual classroompractice is a highly powerful means offostering effective teachers’ professionalcompetence (Fernandez, 2002). Certainly,the growing number of professionaldevelopment efforts that focus on teachers’carefully examining and analyzingclassroom practice is evidence to thisconsensus. Professional development thatfocuses on student learning and helpsteachers develop the pedagogical skills toteach specific kinds of content has strongpositive effects on practice (Darling-Hammond and Nikole Richardson, 2009).

Lesson study embodies many of thefeatures of high quality of teachers’professional development. It involvesteachers in active learning about content, isdriven by data and goals, and is sustained,intensive, collaborative, and practice-based(Caena, 2011). At the center of the lessonstudy process are actual classroom lessonsthat provide opportunities for teachers toimmerse themselves in a cycle ofinstructional improvement focused onplanning, doing, observing, and revising(improving) “research lessons” (Lewis &Tshuchida, 1998). Thus, lesson studyplaces teachers’ role as researchers in theirclassrooms through a teacher-led process ofprofessional development (Lewis, 2002).

Therefore, Lesson Study is built on thepremise that the best way to improveeducation is to get teachers together tostudy the processes of teaching andlearning in classrooms, and then deviseways to improve them. Teachers whoengage in Lesson Study undertake a cycle

Ethiop J. Educ. & Sc. Vol. 13 No 1, September, 2017 72

of activity together intended to investigateand improve a specific aspect of classroomtechnique so that students’ learning andprogress improves because pedagogy isbetter designed and delivered. Besides, oneof the most popular long-term professionaldevelopment activities is peer observationof peers and sharing practice (Caena,2011). Lesson Study enable teachers torefine individual lessons, consult with otherteachers and receive feedback based oncolleagues' observations of their classroompractice, reflect on their own practice, learnnew content and approaches, and build aculture that emphasizes continualimprovement and collaboration (Craig,etal.1998). As to Dudley (2015), lessonstudy has the following unique merits overthe other means of professionaldevelopment.

(i) Lesson Study opens the ‘black box’ ofthe classroom. This is because itprovides teachers with ‘new eyes’ thatcan observe and see in great detail themicro-level, inter-relationshipsbetween their students’ learning andtheir own teaching – and vice versa. Italso gives teachers new eyes toobserve their practice and its effect onstudents’ learning allowing them todevelop more effectively and moreswiftly. This improves their teaching.

(ii) The collaborative, shared endeavor ofLesson Study creates ‘safe’ motivatingspaces for teachers to take risks andlearn together from their joint ‘seeingand understanding’ of their studentsand lessons. This helps teachers todevelop new theories andunderstandings about how theirstudents are learning that lead tolasting improvements in their students’achievement and in their ownsubsequent teaching.

(iii) Lesson Study organizes the knowncomponents of effective teacherprofessional learning in such a way

that it gives teachers collective accessto their normally invisible goldminesof tacit practice and pedagogicalcontent knowledge.

In Ethiopia, as far as the researchersexperiences concerned lesson study has notyet well integrated into teachers’professional development. In fact, the ideais consistent with the current trend towardsschool-based professional development,reflective and collaborative learning inschools (peer‐to‐peerprofessionallearningstrategy/one to five team). It valuesteachers as professionals and allows themto use their collective talents, efforts andexperiences to enhance studentachievement.

Lesson study has been introduced toOromia’s CTEs with three mainexpectations. First, Lesson study wasconsidered to be vital tool for teachereducators’ ’themselves as a means ofprofessional development. Second, teachereducators were also expected to use Lessonstudy in training school teachers’. Third,teacher educators’ were also expected toserve as role model in practicing Lessonstudy to the would be teachers. This in turn,expected to strengthen team and collegialwork, use of collaborative talents,knowledge, skills and experiences amongschool teachers. However, as far as theexperiences of researchers concerned noneof these benefits were well observed in theCTEs.

Thus, in Oromia, Lesson study lacks astrong research base to support teachers’professional development. However, it issupported by a strong theoreticalfoundation and go along with what scholarsin teacher professional-development arecalling for improving educational quality.Now, it is rational to conduct study in thearea so as to obtain the intended benefit ofLesson Study in Oromia CTEs. It is also


vital to refocus the attention of RegionalEducation Bureau, CTEs leaders andteacher educators in the classroom, inways that it leads to teacher educators’professional development and improvestudents’ achievement. Therefore, thisstudy was designed to assess the practicesand challenges of teacher educators’professional development through LessonStudy in Oromia Colleges of TeacherEducation.

Theoretical Framework SupportingLesson Study- ConstructivismAccording to Rock & Wilson (2005), thetheoretical foundation that supports the useof the Lesson Study as a potential meansfor teacher’s continuous professionaldevelopment is constructivism. Primarily,constructivism asserts the social nature ofknowledge and the belief that knowledge isconstructed through social interaction,negotiation, discourse, reflection,explanation and is a shared rather than anindividual experience. Thus during theLesson Study process, professionalcollaboration occurs as teachers of variouslevels of experience work together ingroups to study their practice andcommunicate in their field of study throughthe implementation of a research lesson(Rock and Wilson, 2005).

Second, constructivism states thatknowledge acquisition is improvingteaching through lesson an adaptivefunction designed to organize one’sexperiences ( Rock and Wilson, 2005).Therefore, teachers should be confrontedwith problems or discrepant events thatmotivate them to seek, test, and assessanswers within socially collaborativeenvironments. Teachers focus the LessonStudy around problems in their practicethat they are motivated to resolve. A thirdprinciple of constructivism relates thatknowledge is the result of active mentalprocessing by the individual in a socialenvironment (Cobb & Yackel, 1996;Prawat, 1996). Therefore, as teachers workthrough the Lesson Study process, there aremultiple opportunities for them to reflecton their experiences, analyze, evaluate theirunderstanding, create action steps, andshare understandings with other teachers.These principles of social constructivismunderlie lesson study and validate whyeach step of the Lesson Study process isimportant to bring about increasedprofessional knowledge, skills andexperiences of teachers (Rock and Wilson,2005). This can be supported by conceptualmodel below (Clewis, 2011).

Basic Research QuestionsIn assessing the practices and challenges ofteacher educators’ professionaldevelopment through Lesson Study inOromia Colleges of Teacher Education, thestudy would answer the following basicresearch questions.

1. How far Lesson Study was practiced inOromia colleges of teacher education?

2. What were the contributions of LessonStudy to teacher educators’ profession-nal practice in Oromia CTEs?

3. What were the major challenges ofteacher educators’ to implementLesson Study in Oromia CTEs?

4. What supports would be needed toimplement Lesson Study successfullyin Oromia CTEs?

Objectives of the StudyGeneral Objective: - The study wasintended to assess the practices andchallenges teacher educators’ professionaldevelopment through Lesson Study inOromia Colleges of Teachers Education.Specific Objectives: The specificobjectives of the study were:

To identify the extent to whichLesson Study has been practiced inOromia Colleges of teacher educationas a means for teacher educators’professional development.

To examine the majorcontributions of Lesson Study onteacher educators’ professionaldevelopment in Oromia colleges ofteacher education.

To find out the major challengesof teacher educators in theimplementation of Lesson Study inOromia colleges of teacher education.

To differentiate the supportrequired for effective implementationof lesson study in Oromia colleges ofteacher education

To suggest ways or means bywhich Lesson Study would beeffectively used as a means for teachereducators’ professional development inOromia colleges of teacher education.

Significances of the StudyLesson Study is most likely newlyflourishing form of teachers’ professionaldevelopment in the country. Thus, thisstudy is vital to help practitionersunderstand the core principles of LessonStudy so that they can move towards richerand more sustainable lesson study practice.It also affords teacher educatorsopportunities to develop professionallytaking the educative value of lesson study.Further, the study is valuable to provideconcrete ideas for how to structure,organize, implement and overcomechallenges of lesson study as a tool forteachers’ professional development.Specifically, the findings of the studywould be significant in the following ways.

To raise the awareness of teachereducators on the practice of lessonstudy as a means for their ownprofessional development.

To support teacher educators’instructional practice using lessonstudy.

To strengthen teacher educators’ teamand collegial work, use ofcollaborative talents, knowledge, skillsand experiences in the CTEs.

To help teacher educators’ practice oflesson study for in-service teacherstraining as vital means of school basedteachers’ professional development intheir schools.


To inform colleges’ administrativebodies areas of support in theimplementation of lesson study as atool for teacher educators’ professionaldevelopment in the colleges.

To serve as a springboard forconducting further and detailedresearch in the area of lesson study asa means for school based teachers’professional development.

METHODS AND MATERIALSResearch DesignIn order to assess the practices andchallenges of teacher educators’professional development through LessonStudy in Oromia Colleges of TeacherEducation, descriptive survey design wasused. The survey conducted was cross-sectional for the data were collected at onepoint in time. Survey design also helps todescribe and interpret the currentconditions that exists, opinions that areheld, processes that are going on or trendsthat are developing (Best & Kahan, 2003).In so doing, both quantitative andqualitative data were used to achieve theintended objectives of the study.

Data Sources The sources of data for the study were

Oromia Colleges of TeacherEducation. Within thecolleges; teacher educators,academic vice deans, streamheads and classroom lessontaught were used as a sourcesof data. More specifically,four colleges of teachereducations, one hundred andthirty-two teacher educators,four vice academic deansand four education streamheads of the colleges as wellas four Lesson Study

classrooms were the mainsources of data for the study.

Samples and Sampling TechniquesThe study employed multistage sampling,simple random and purposive samplingtechniques. In multistage sampling;primarily, cluster sampling was used inorder to identify those sample colleges thatwould be selected as a source of data. Thiswas done by grouping colleges of teachereducation in the region into three mainclusters. Then, those colleges which wereused as a sample determined usingproportional allocation method. Finally, outof twelve CTEs’, four were selected assources of data randomly which accountedabout 33% of the CTEs’. Simple randomsampling technique was also used in orderto select those teacher educators who wereincluded in the study. This had been doneusing lottery method. Thus, out of 255teacher educators 132 (51.8%) of teachereducators within selected CTEs’ were usedas a sample to provide the required data forthe study. Purposive sampling was used forselecting education stream heads and viceacademic deans in the sampled CTEs’ dueto the position they hold in the area.Besides, one lesson study group in eachsampled CTE’s was observed for obtainingpertinent data on purposive basis.

Data Collection InstrumentsIn order to seek adequate answers for theresearch questions, both quantitative andqualitative instruments of data collectionwere used. These instruments consisted ofquestionnaire, interview and observation.Questionnaire was used to securequantitative data whereas observation andinterview were used to obtain qualitativedata. Qualitative instruments were usedbecause of the nature of some of theresearch questions and the intent of theresearchers to gain an in-depthunderstanding of the lesson study processand its meaning for teachers through their


own voices and words (Creswell, 1994).Multiple instruments were employed tostrengthen and counter check the datacollected through other instruments.

Questionnaire was prepared andadministered by the researchers for thosesampled teacher educators in the collegesin face to face situations. Interviews wereheld with vice academic deans andeducation stream head of the sampledCTEs’. This had been done using guidedinterview questions. Observation wasanother instrument used to obtainclassroom based data for the study.Observation was conducted because LessonStudy focuses on what actually happensamong the teams or group membersworking together and demands actualobservation of the practice of teaching.Although it makes sense that theobservation of actual classroom instructionshould be the foundation for instructionalimprovement (Lewis, 2002). Thus, directobservation of one lesson study followedby post observation discussion was used todraw data in each sampled CTE’s.

Data AnalysisQuantitative data collected through close-ended questionnaire were analyzed usingSPSS version 23 and descriptive statisticssuch as percentage and mean values

followed by pertinent explanations ordescriptions. Besides, qualitative dataobtained through observations usingchecklists and interview guides wereanalyzed using coding, thematic andverbatim quotes and used to supplementand explain quantitative data whenevernecessary. Based on the collected data;analysis, interpretation and discussion weremade to reach at a certain findings of thestudy. Finally, based on the resultsconclusions and recommendations weremade.

RESULTS AND DISCUSSIONS

Respondents Background Information In order to obtain respondents backgroundinformation such as stream/department,qualification, and professional experiencesas teacher educator were made a part of thequestionnaire. The results weresummarized in table 1 below.

Table 1: Respondents’ Stream, Qualification and Professional Experience

ItemRespondent in Cumulative

Number

CumulativePercent

No. %

Stream

Education 34 25.8 34 25.8

Natural Sciences 54 40.9 88 66.7

Social Sciences 16 12.1 104 78.8

Languages 28 21.2 132 100

Qualification

Ph.D - - - -

MSC/ MA 87 65.9 87 65.9

BSC /BA 39 29.5 126 95.4

Diploma 2 1.5 128 96.9

Missing 4 3 132 100

Professionalexperience as ateacher educator

0-5 years 13 9.8 13 9.8

6-10 years 51 38.6 64 48.4

11 and aboveyears

68 51.6 132 100

The first item in Table 1, depicts the streamof the respondents in each sampled CTEs’.Accordingly, 34(25.8%), 54 (40.9%), 16(12.1%) and 28 (21.2%) were fromEducation, Natural Sciences, SocialSciences and Languages streamsrespectively. This indicates that all streamshad participated in responding to thequestionnaires. Thus, it could be said thatthe existence of the representative samplefrom each stream of the colleges wouldcontribute to obtain clear picture of thepractices and challenges of Lesson Study inthe colleges of teacher educationunderstudy. The second item in Table 1,reveals qualification of the respondentswhere, 87(65.9%), 39 (29.5%), and 2 (1.5%) have

MSC/MA/, BSC/BA/, and Diplomarespectively. None of the respondentspossess PhD. In this regard, the guidingcharter of the region demands in allcolleges of teacher education 60% ofteaching staff should possess MSC/MAand 40% BSC/BA/. Seen against theguiding charter, teacher educators in thecolleges understudy meet the requiredstandard in the region. The implication isthat all teacher educators in the collegesunderstudy might be well aware of the needfor professional development of one formor another for themselves and for schoolteachers.

The third item in Table 1, showsprofessional experiences of the respondents

as a teacher educator. In this regard, themajority of respondents 68 (51.6%), haveteaching experiences for eleven and moreyears. Besides, 51 (38.6%) of respondentshave served from six to ten years. Theremaining 13 (9.8 %) and 12 (17%) haveserved from zero to five years. Thus,significantly high proportions of teachereducators’ (92%) in the studied colleges ofteacher education have served for morethan six years as teacher educators. In thisregard Cerbin, & Kopp (2006), argued thatthe professional growth of teachers willtake place through increasing insightfulyears of service in educational institutionsworking with students and colleagues. Itenables teachers to practice differentteaching skills and to integrate newknowledge and skills with current practice.Thus, it is likely that teachers in the studiedcolleges of teacher education have goodopportunity to know well one another andto work together.

The Practices of Lesson Study in OromiaColleges of Teacher EducationIn order to find out the extent to whichLesson Study had been practiced in thestudied CTEs’ various questions wereraised to the respondents. Hence, the resultswere summarized in the following tables asfollows. Primarily, respondents were askedwhether lesson study had been introducedinto the CTEs’ as a means for teachereducators’ professional development or not.The results were summarized in table 2below.

Table 2: Whether lesson Study was introduced into CTEs’ or Not

Is lesson study introduced to your CTE? Frequency %

Yes 105 79.5

No 27 20.5

Total 132 100

As revealed in Table 2 above, the majorityof respondents 105 (79.5%), said lessonstudy has been introduced to their collegesof teacher education as a means for teachereducators professional development. Incontrast, 27 (20.5 %) of the respondentssaid lesson study had never beenintroduced into their colleges of teachereducation. Besides, the interviewedacademic vice deans and education streamhead of the sampled CTEs had confirmedthe introduction of lesson study in to theircolleges of teacher education as a meansfor teacher educators professionaldevelopment. Researchers had also

observed lesson study classrooms in theCTEs’. The evidences indicated thatLesson Study had been introduced intoOromia Colleges of teacher education as ameans for teacher educators’ professionaldevelopment.

Further in order to get clear informationabout the introduction of lesson study intoOromia Colleges of teacher education as ameans for teacher educators’ professionaldevelopment respondents were asked tospecify the time of introduction. Thus, theywere given alternatives from which theycould select one. The results weresummarized in table 3 below.

Table 3: When was Lesson Study introduced to your CTEs

When was lesson study introduced to your institution? Frequency %

One to two years 36 27.3

Three to four years 37 28.0

Before four years 59 44.7

Total 132 100

As depicted in Table 3, of the respondents37 (28 %), said Lesson Study wasintroduced in to their CTEs’ as a means forteacher educators professional developmentthree to four years. Almost equal number ofrespondents 36 (27.3%) said Lesson Studywas introduced into their CTEs’ one to twoyears. In similar manner, 59 (44.7%) of therespondents said that Lesson Study wasintroduced to their CTE before four years.Such being the case, one fact remainedtrue. Though there was time gap, 108(81%) of the respondents said that Lesson.Study was introduced in to Oromia CTEs’

as a means for teacher educatorsprofessional development before a year.Thus, in every case, the data revealed thatLesson Study has been introduced into thestudied CTEs as a means for teachereducators’ professional development beforea year.

Based on the evidence obtainedrespondents were asked to indicate theirstatus in the practices of lesson study as ameans for their own professionaldevelopment.. Thus, the results weresummarized in table 4 below.

Table 4: The status of teacher educators in Lesson Study

Where are you with lesson study now? Frequency %

Just heard of the innovation 48 36.4.

Know enough to try it out 28 21.2

Fully implementing and working on making it better 38 28.8

Ready to work on helping others so that it becomesculturally embedded in our practice

18 13.6

Total 132 100

As shown in Table 4, some of therespondents 38 (28.8%), argued that theyhave fully implementing and working onmaking Lesson Study better. Again, about28 (21.2%) of the respondents said thatthey know enough about Lesson study andthey tried it out. Besides, 48 (36.4 %) of therespondents argued that they have justheard of the innovation of Lesson Study asa means for their professional development.The rest 18 (13.6%) of respondents, saidthey were ready to work on helping othersso that it becomes culturally embedded intheir practice. From the response, it couldbe observed that most of teacher educatorseither just have heard of the innovation orknow enough to practice Lesson Study asmeans for their own professionaldevelopment.

Besides, the academic vice deans andeducation stream head of the sampledCTEs were asked about When? How?Why? of Lesson study introduction. Then,one of the CTEs’ academic vice dean saidthat:

Most of teacher educators in myCTE just have heard of theinnovation of Lesson Study as ameans for teachers’ professionaldevelopment. But, they didn’t try orpractice it. We tried to arrangepeer to peer classroomobservation. They were voluntaryto be observed, but after so manyups-and-downs that it becamepractical. Some others werecompletely never voluntary to beobserved. The reason was theywere accustomed to teach closingtheir door.

Another CTEs’ education stream head saidthat:

Last year only one department triedLesson Study. Then, we found that itwas rewarding. This year,improvements have been observed formany groups have shown interest topractice Lesson study. This wasbecause the college encouraged andorganized peer observations so thatteachers could observe lessons in oneanother’s classrooms and debrieftogether.


Finally, another college of teachereducation stream head also said that:

Your research questionnairehas set in motion the practiceof lesson Study in our CTE.Teacher educators’ who hadparticipated in filling thequestionnaire were started toengage in Lesson Study that

had been non-existent prior to your datacollection.

In sum, the data obtained both throughquestionnaire and interview conform thatLesson Study was introduced into OromiaCTEs’ understudy as a means for teachereducators’ professional development withlimited practices.

Further, in order to investigate the extent towhich Lesson Study had been practiced inOromia CTEs’ respondents were requestedto indicate their response on a given LikertScale extending from “never (1)” to“always (5)”. Accordingly, for the purposeof analysis the average value 2.50 in therating scale was used. Thus, the meanvalues were interpreted: less than 1.67where Lesson Study had not beensignificantly practiced, 1.67-3.34 whereLesson Study had been practiced to someextent and greater than 3.34 where LessonStudy had been significantly practiced inthe CTEs’. Thus, the results weresummarized in table 5 below.

Table 5: The extent to which Lesson Study is practiced in Oromia CTEs’

How often:

Frequency and Percentage

Tot

al F

req

uen

cy

Tot

al %

Per

cen

t

Mea

n

valu

e

N % R % SS % M % A %

TEs collaboration to practice LS 23 17.4 36 27.3 40 30.3 22 16.7 11 8.3 132 100 2.58

Use of LS for PD in CTE 9 4 41 31.1 19 14.4 8 6.1 18 13.6 128 97 2.57

Other TEs practice LS 17 12.9 38 28.8 45 34.1 25 18.9 5 3.8 130 98.5 2.81

LS integration into TE PD 23 17.4 31 23.5 44 33.3 25 18.9 8 6.1 131 99.2 2.65

CTE encourage TE to practice LS 24 18.2 25 18.9 40 30.3 24 18.2 19 14.4 132 100 2.82

CTE make concerted effort toscale-up LS

24 18.2 29 22 45 34.1 23 17.4 9 6.8 130 98.5 2.74

As depicted in Table 5 above, the meanvalues for all items fall between 2.57 forthe use of lesson study as a means forteacher educators’ professionaldevelopment in the CTE and 2.82 CTEs’encouragement of teacher educators topractice Lesson Study. The evidencesrevealed that Lesson Study had beenpracticed to some extent in the studiedCTEs’. Because, teacher educatorscollaboration among departments’ staffs topractice Lesson Study, the use of lessonstudy for teacher educators professionaldevelopment, integration of Lesson Studyas a means for teacher educatorsprofessional development, CTEs’encouragement of teacher educators topractice Lesson Study and concerted effortmade to scale-up lesson study a means forteacher educators’ professionaldevelopment were to some extent as shownby mean values (1.67-3.34).

In addition, when asked about the extent ofLesson Study practices, the interviewedsaid that Lesson study had never been wellpracticed in the CTEs’. As to the words ofone of the college’s academic vice dean:

In my CTE, many of the teachereducators’ are not familiar withknowledge, skills, and experience oflesson study as a means for their ownprofessional development. I can saythat teacher educators’ are reallyrequired to learn to observe a lessonand talk about a lesson. This is becauseit allows a chance of learning not onlyfor the observed teacher, but also forthose who observe and engage in postobservation discussion.

Further, the data obtained throughobservation depicted, Lesson Study hadbeen practiced with one of voluntary groupmembers get prepared and invited his/herpeer to observe classroom lesson called“research lesson”. In their practices, theyhad never planned the lesson and identified

an aspect of classroom problem in commonthat they want to investigate and improvein their profession in line with the demandof Lesson Study. The lesson was taught andthe group observed for forty minutes. Afterthe lesson was taught, the group had nevermet to review the effectiveness of thelesson and shared their observations aboutits impact on students learning, organizingpost- observation discussions. They hadalso never considered what worked andwhat needed to be improved, and what hadbeen learned about the pedagogicalapproaches being focused on. Teachers inthe group had never agreed how to refineand adjust the lesson and what they hope toachieve by doing so.

It was also observed that Lesson study hadbeen facilitated by peer learning which afocus of the study group becomes’ recently.However, post-observation discussion,debate and discussion, revision of thelesson, sharing the findings, successes andfailures, readiness to share ideas and learnfrom one another had been rarely observed.Hence, it seems that possession of anappropriate cognitive and skill basis onthe part of teacher educators wereunsatisfactory. Teacher educatorscollaboration among departments’ staffs topractice Lesson Study, the use of lessonstudy for teacher educators professionaldevelopment, integration of Lesson Studyas a means for teacher educatorsprofessional development, CTEs’encouragement of teacher educators topractice Lesson Study and concerted effortmade to scale-up lesson study a means forteacher educators’ professionaldevelopment were infrequent.

Teacher educators’ really need to learn toobserve a lesson and talk about a lesson.Through collaborative work, teachers canlearn from each other and gain content andpedagogical knowledge. In this regard,Fernandez (2002), argued that the researchlessons enable teachers to refine individual


lessons, consult with other teachers andreceive feedback based on colleagues'observations of their classroom practice,reflect on their own practice, learn newcontent and approaches, and build a culturethat emphasizes continual improvementand collaboration. As a whole, based onthe data it would be possible to confirmthat limited practices of Lesson Study hadbeen observed in the studied CTEs’.

The Contributions of Lesson Study onteacher educators’ professional practicesin the CTEs In order to examine the contributions ofLesson Study on teacher educators’professional practices in Oromia CTEs’respondents were asked. In this regard, 23items were grouped under three tables andpresented to the respondents. Therespondents were requested to indicatetheir response on a given Likert Scale

extending from “Strongly Disagree (1)” to“Strongly agree (5)”. Accordingly, for thepurpose of analysis the average value 2.50in the rating scale was used. Thus, themean values were interpreted: less than1.67 where Lesson Study had insignificanteffects on teacher educators’ professionalpractices, 1.67-3.34 where Lesson Studyhad some significant effects on teachereducators’ professional practices andgreater than 3.34 where Lesson Study hadstrong significant effects on teachereducators’ professional practices. Thus, theresults were summarized and presented intables 6, 7, and 8 consecutively below.

First, respondents were asked for whatpurposes lesson study helped them basedon their own particular belief. Hence, theresponses were summarized in table 6below.

Table 6: Possible uses of Lesson Study to teacher educators

Lesson study helpsteacher educators to:


Tot

al

Fre

qu

ency

Tot

al %

Mea

n

valu

e

SD % D % UN % A % SA %

Improve instructional planning skills

11 8.3 45 34.1 5 3.8 58 43.9 57 43.2 132 100 4.1

.Improve knowledge of subject matter

5 3.8 1 .8 13 9.8 64 48.5 49 37.1 132 100 4.14

Use suitable teaching methods

10 7.6 1 .8 6 4.5 58 43.9 56 42.4 131 99.8 4.17

Use appropriate instructional materials

9 6.8 2 1.5 10 7.6 66 50 44 33.3 131 99.2 4.06

Use continuous assessment techniques

10 7.6 1 .8 4 3.0 65 49.2 52 39.4 132 100 4.12

Use instructional times effectively

9 6.8 3 2.3 14 10.6 59 44.7 47 35.6 132 100 4.0

Use appropriate classroom management techniques

10 7.6 1 .8 10 7.6 62 47 48 36.4 131 99.2 4.08

Use suitable classroom organization techniques

9 6.8 2 1.5 10 7.6 61 46.2 50 37.9 132 100 4.08

As indicated in Table 6 above, the meanvalues for all items included fall between4.0 for the Lesson Study helped teachereducators in the use of instructional timeseffectively and (4.17) in the use ofsuitable teaching methods. This means, themean values for all items included in thequestionnaire in this respect were greaterthan (3.34). Hence, based on the dataobtained it could be said that Lesson Studyhad strong significant effects for improvingteacher educators’ instructional planningskills, knowledge of subject matter, use ofappropriate teaching methods,

instructional materials, continuousassessment techniques, instructional timeseffectively, classroom managementtechniques and use of suitable classroomorganization techniques in the studiedCTEs as shown by mean values weregreater than 3.34.

Second, to obtain better picture of theeffects of Lesson Study, respondents werealso asked to rate the opportunities thatLesson Study provides information aboutstudents’ learning. Thus, the responseswere summarized in table 7 below.

Table 7: The opportunity that Lesson Study offer to teacher educators

Lesson study gives teachereducators an opportunity to:


T

otal

Fre

qu

ency

T

otal

%

Mea

n

valu

e

SD % D

% UN % A % SA %

Base the lesson design on their ideasabout how students learn

8 6.1 1 .8 14 10.6 69 52.3 39 29.5 131 99.2 3.99

Analyze observations of studentlearning after the lesson

8 6.1 1 .8 10 7.6 74 56.1 38 28.8 131 99.2 4.4

Use information about studentlearning to revise the lesson.

8 6.1 1 .8 11 8.3 65 49.2 46 34.8 131 99.2 4.10

Identify what kinds difficulties thatstudents may experience in theirlearning

7 5.3 2 1.5 13 9.8 63 47.7 47 35.6 132 100 4.06

Identify experiences that likelysupport students’ learning

7 5.3 1 .8 11 8.3 71 53.8 41 31.1 131 99.2 4.27

Improving awareness of students’difficulties

5 .8 1 8 16 12.1 64 48.5 45 34.1 131 99.2 4.12

To be more sensitive to observestudent activities

3 2.3 6 4.5 13 9.8 61 46.2 48 36.4 132 100 4.4

As shown in Table 7 above, the meanvalues for all items included in this respectfall between (3.99) for the Lesson Studyprovided information to base the lessondesign on the ideas about how studentslearn and (4.4) to analyze observations ofstudent learning after the lesson was taught.This means, the mean values for all itemswere greater than (3.34) indicating LessonStudy provided best opportunity to teachereducators in conveying information aboutstudents’ learning , to base the lessondesign on the ideas about how studentslearn, to analyze observations of studentlearning after the lesson was taught, to useinformation about students’ learning torevise the lesson, to identify what kinds ofdifficulties that students may experience intheir learning, to identify the kinds ofexperiences that likely support students’learning, to improve awareness of

students’ learning difficulties and to bemore sensitive to observe student activities.In addition, Lesson Study assumed toprovide best opportunity to analyzeobservations of student learning after thelesson was taught and to be more sensitiveto observe student activities for the meanvalues were greater than 3.34. Lewis,(2002) argued that in a lesson study,teachers carefully explore how studentlearning, thinking and behavior change as aresult of the lesson. Thus, it could be saidthat implementing Lesson Study providesmany opportunities for teacher educators toget an insight into students’ learning.

Finally, to identify further effects of LessonStudy, respondents were asked to rate thecontribution of Lesson Study from diverseprofessional perspectives. Thus, theresponses were summarized in table 8below.

Table 8: The effects of Lesson study on teacher educators’ professional practice

Lesson study is vital for TEs’ professional practice:


Tot

al

Fre

qu

ency

Tot

al %

Mea

n v

alu

e

SD % D % UN

% A % SA %

Leads to instructional improvement

6 4.5 1 .8 8 6.1 68 51.5 49 37.1 132 100 4.15

Enhances students learning 6 4.5 - - 7 5.3 74 56.1 44 33.3 131 99.2 4.44

Promotes teachers professional dev’t

6 4.5 1 .8 8 6.1 63 47.7 54 40.9 132 100 4.19

Inculcate collaborative working skills

6 4.5 - - 9 6.8 65 49.2 52 39.4 132 100 4.18

Builds communities of practice around teaching

6 4.5 - - 19 14.4 64 48.5 43 32.6 132 100 4.04

Links theory and practice 3 2.3 2 1.5 16 12.1 69 52.3 42 31.8 132 100 4.09

Integrates teaching and research

5 3.8 1 .8 18 13.6 70 53.0 38 28.8 132 100 4.02

As revealed in Table 8 above, the meanvalues for all items included in this regard,fall between (4.02) for the Lesson Studyintegrates teaching and research and (4.44)Lesson Study enhances students learning.This means, the mean values for all itemsincluded in this respect were greater than(3.34) indicating Lesson Study has furthereffects for instructional improvement, toenhances students learning, promotesteachers professional development,inculcate collaborative working skills,builds communities of practice aroundteaching, links theory and practice andintegrates teaching and research as shownby mean values greater than 3.34.

Regarding the effects of Lesson Study onteacher educators’ professional practiceacademic vice deans and education streamhead of the sampled CTEs wereinterviewed. Accordingly, one of theCTEs’ education stream head said,

even though, Lesson Study wasintroduced to our CTE most recently, asone member in my team, I enjoyedworking collaboratively with 1:5 peerlearning. My group members werebecoming an open and ready toforward all what they felt both positiveand negative opinions. I observed goodstart of mutual trust and respect. Thiswould have merit to strengthen ourprofessional relationship andcollaboration even in our social lifeoutside our CTE.”

Another CTE education stream head saidthat:

Lesson Study initiated teachereducators to work together. But, it isnot deep-rooted and based on enoughknowledge and skill about it. I think,when we worked together, we sharedand gained a lot of experiences in theprocess. There were an opportunitiesto develop common understandings ofwhat was worth teaching, possiblechallenges and progress, and worktogether to evaluate the impact oftheir planning on student outcomes.Such being the case, we did it once inthe year.

Another stream head from the third CTEsaid that:

Lesson study offers an opportunityto collaborative work, learn fromeach other and gain content andpedagogical knowledge. LessonStudy supports us in buildingrelationships with one another. Ithas strong positive effect on the waywe think about teaching andlearning, interact with each otherand our students. Thus, it is what weneed to work on it.

The results revealed that the studiedCTEs’ had realized the vitalprofessional positive effects ofLesson Study on teacher educators’professional development.

Major challenges of teacher educators’to practice Lesson Study in the CTEsIn order to find out the major challenges ofteacher educators’ in implementing LessonStudy respondents were requested toindicate their response on a given LikertScale extending from “Strongly Disagree(1)” to “Strongly agree (5)”. For thepurpose of analysis the average value 2.50in the rating scale was used. The meanvalues were interpreted: less than 1.67

considered as minor challenge, 1.67-3.34somewhat challenging, and greater than3.34 considered as major challenges of

teacher educators’ to practice Lesson Studyin CTEs. Thus, the results weresummarized and presented in table 9 below.

Table 9: Major challenges of teacher educators to practice Lesson Study

Major challenges Frequency and Percentage

Tot

al F

req

uen

cy

Tot

al %

Mea

n V

alu

e

SD % D % UN % A % SA %

Lack of TEs commitment to practice 9 6.8 17 12.9 17 12.9 54 40.9 35 26.5 132 100 3.67

Lack of time for collaborative planning 11 8.3 27 20.5 16 12.1 43 32.6 34 25.8 132 100 3.51

Lack of TEs readiness to learn from one another 10 7.6 18 13.6 27 20.5 47 35.6 26 19.7 128 97 3.64

Lack of knowledge/ understanding on the part ofTE to practice

22 16.7 45 34.1 20 15.2 33 25.0 12 9.1 132 100 2.75

Lack of trained facilitators to model 10 7.6 28 21.2 18 13.6 46 34.8 30 22.7 132 100 3.4

High work load on the part of TEs 4 3.0 31 23.5 16 12.1 50 37.9 31 23.5 132 100 3.55

Lack of trust among TE to share experiences 13 9.8 28 21.2 33 25.0 41 31.1 15 11.4 130 98.5 3.48

Attitudinal challenge of sticking to traditionalpractices

7 5.3 11 8.3 29 22.0 62 47.0 23 17.4 132 100 3.62

Attitudinal challenge to work together 5 3.8 21 15.9 20 15.2 58 43.9 27 20.5 131 99.2 4.00

Inconveniency of work time schedule 4 3.0 20 15.2 26 19.7 60 45.5 22 16.7 132 100 3.57

As depicted in Table 9 above, the meanvalues for all items, fall between (2.75) forthe lack of knowledge, understanding onthe part of teacher educators’ to practiceand (4.00) attitudinal challenge to worktogether. This means, the mean values forall items included in the questionnaire inthis respect were greater than (3.34) exceptthe lack of knowledge/ understanding onthe part of teacher educators’ to practicewas to somewhat challenging to teachereducators practice of lesson study(2.75).Whereas the mean values for the restfactors found to be greater than (3.34). Thismeans, attitudinal challenge to worktogether, lack of teacher educators’commitment to practice Lesson Study,attitudinal challenge of sticking totraditional practices, inconveniency ofwork time schedule, lack of time forcollaborative planning, lack of teachereducators’ readiness to learn from oneanother, lack of trained facilitators tomodel, high work load on the part ofteacher educators’, and lack of trust amongteacher educators’ to share experiences asthe major challenges of teacher educators’in implementing Lesson Study as a meansfor teacher educators’ professionaldevelopment in the studied CTEs’.Particularly, the mean values for attitudinalchallenge to work together in implementinglesson study found to be highest (4.0).

As to the major challenges of teachereducators to practice Lesson Study inOromia CTEs’, academic vice deans andeducation stream head of the sampledCTEs were interviewed. Thus, as to theopinion of three of the education streamheads of CTEs’, when administrativebodies had an opportunity to observe alesson being taught, teachers complain thatthey had focused on the teacher’slimitations. They assumed thatadministrators keep most record on non-successes of the teacher’s lesson rather thanthe success that were observed. Besides,there were some teachers who refused

classroom observation for they assumedthat administrators use Lesson Studyclassroom observation results for teachers’performance evaluation.

The information obtained from academicvice deans of the colleges also ascertainthat some teacher educators had showed nointerest in becoming part of a Lesson Studygroup. They had neither willing to beobserved by others nor to observe othersfor they consider themselves as personswith best experience and long years ofservices as teacher educator in theirdepartment. Many teacher educators wereunwilling to observe classroom instructionor to be observed by others for they hadbeen accustomed to closed door andindividual instruction. As to the opinion ofthe informants, there had been a challengeon the part of teacher educators workingtogether and changing their traditionalclassroom pedagogy. They had observedattitudinal challenge a tendency oftraditional, individual and closed doorinstruction which many teacher educatorshave practiced for many years.

Further, though, many education streamheads of CTEs had similar views, as to thewords of one of the stream head’s:

In our CTE there is rareopportunity for teacher educatorsto engage in Lesson Study, forobserving and being observed bythe colleagues due to heavy workload in and out of the campus.Thus, we had no time to engage inLesson Study. Further, teachereducators’ professionaldevelopment was not an area ofemphasis and priority of bothCTEs’ and regional educationBureau.

To this end, the response obtained impliedthat there were a number of challenges forproper implementation of Lesson Study inthe studied CTE’s. These include: lack of


mutual trust between teacher educators andadministrators, administrators lack of clearawareness on the objectives of LessonStudy that is non-evaluative in its nature,attitudinal challenge a tendency oftraditional, individual and closed doorinstruction which many teacher educatorshave practiced for many years. As to theopinions of education stream heads, manyadministrators in the CTEs function moreas managers than as instructional leaders.This was partly because Lesson Study hadbeen seen as an indicator of performanceevaluation. CTEs administrators have lessattempted to convince teacher educatorsthat Lesson Study could not be seen asattack/ offense to their classroom practices.

As a whole, based on the available data itwould be said that Lesson Study, bestpracticed with the cooperation of the twoparties (administrators and teachereducators). Openness, mutual trust andrespect all were needed to enhancewillingness and capacity to work with

colleagues, valuing both others work andone’s own, so that become committed andproductive contributors for collegialprofessional development.

Supports needed for properimplementation of Lesson Study in theCTEsIn this respect, respondents were asked toindicate some of the major supports neededfor effective implementation of LessonStudy in their CTEs’. To this effect, aLikert Scale extending from “StronglyDisagree (1)” to “Strongly agree (5)” wasused. For the purpose of analysis theaverage value 2.50 in the rating scale wasused. The mean values were interpreted as:less than 1.67 considered as the leastneeded support, 1.67-3.34 somewhatneeded support, and greater than 3.34considered as the most needed support topractice Lesson Study in the CTEs’. Thus,the results were summarized and presentedin table 10 below.


Table 10: Major supports teacher educators’ need to practice Lesson study

As depicted in Table 10 above, the meanvalues for all items fall between (3.96) for

the reduction of work load and (4.53) forfinance. This means, the mean values forall items included in the questionnaire inthis respect were greater than (3.34).Hence, based on the data, it could be saidthat finance, further training, modeling,encouragement, resources like manuals andreduction of work load were the mostimportant support needed for effectiveimplementation of Lesson Studies in thestudied CTEs’ as shown by mean valuesgreater than 3.34.

With respect to the supports that teachereducators needed to practice Lesson Studythe interviewed had expressed their opinionas issues raised by teacher educators’ as aconcern about high work load andinconvenient time schedule. Teachereducators’ had been requesting support inthe reduction of work load. Three of theinterviewed vice academic deans of CTE’shad never denied the lack of support interms of arranging refreshments, suitabletime for meeting, encouraging teachercollaboration, creation of experiencesharing forums, further training in the areaand scaling up the existing practices.

Whereas one of vice academic deans ofCTE explained as resources and

administrative support were provided bythe CTE to facilitate the development ofthe lesson study. The CTE, encouragedteachers in attending Lesson study, andscheduled common time for meetingsin teachers‘ timetables, as well as madearrangements for all teachers participatingin the lesson study to observe the researchlessons and to carry out post-lessonconferences.

Major Findings, Conclusions andRecommendations

Major FindingsThe study depicted the following majorfindings.

1. Limited practices of Lesson Studywith inadequate knowledge, skillsand experiences had been found inthe studied CTEs. Because the data intable 4 revealed that 68% of teachereducators just have heard of the

Support needed: Frequency and Percentage

Tot

al F

req

uen

cy

Tot

al %

Mea

n v

alu

e

SD

% D % UN % A % SA %

Finance 1 .8 9 6.8 9 6.8 51 38.6 61 46.2 131 99.2 4.53

Further training - - 2 1.5 7 5.3 52 39.4 71 53.8 132 100 4.45

Encouragement - - 3 2.3 10 7.6 64 48.5 54 40.9 131 99.2 4.32

Reduction of work load 3 2.3 14 10.6 15 11.4 53 40.2 47 35.6 132 100 3.96

Resources like manuals - - 2 1.5 11 8.3 61 46.2 58 43.9 132 100 4.3

Modeling - - 2 1.5 5 3.8 60 45.5 64 48.5 131 100 4.43


innovation, ready to practice andtrying to implement Lesson Study.Similarly, the mean value in table 5depicted Lesson Study had beenpracticed to some extent in the CTEs’.In addition, the interviewed confirmedthat Lesson study had never beencontinuously practiced in their CTEs’.Further, Lesson study classroomobservations had shown that thevarious stages or phases of LessonStudy had never been properlypracticed.

2. Lesson Study bears significantcontributions to teacher educators’professional practices in the CTEs’.

a) Lesson Study enhanced teachereducators’ content knowledge andpedagogical skills.

In this regard, the mean values in table 6greater than 4.0 indicated, Lesson Studyhad enhanced teacher educators’knowledge of subject matter, instructionalplanning skills, use of appropriateteaching methods, instructional materials,continuous assessment techniques,instructional times effectively, properclassroom management techniques and useof suitable classroom organizationtechniques in the studied CTEs’.

a) Lesson Study encouraged teachereducators’ peer collaboration. In thisrespect, the mean values in table 8 werehigher than 4.02 implied Lesson Study hadinitiated teacher educators’ collaborativeattitudes, working skills and experiences.Besides, the interview results indicated thatLesson Study found to build relationshipsamong teacher educators.

b) Lesson Study had provided insightinto students’ learning. The mean valuesfor all items in table 6 were greater than3.99, indicating Lesson Study provided an

opportunity to teacher educators inconveying information about studentslearning. Similarly, the mean value in table7 was greater than 4.0 for Lesson studyprovided an opportunity for teachereducators to carefully examine the studentlearning. It is true that Lesson Study keepsstudents at the heart of the professionaldevelopment activity.

The major challenges of practicingLesson Study in Oromia CTEs’The study found out the following majorchallenges of Lesson Study in OromiaCTEs’

i) Predominance of teacher educators’traditional teaching practices andattitudes. In this respect, the mean valuesin table 9 found to be 3.62 for attitudinalchallenges of sticking to traditionalteaching practices and 4.00 for attitudinalchallenge to work together. In addition, theinterview results had also depicted thatteacher educators working in anindependent isolation and closed doorinstruction had been common. Maintainingthe status quo of their traditional classroompedagogy practices were the norm. Hence,some teacher educators lack interest inbecoming a part of Lesson Study group.

ii) Teacher educators’ own perceptions oftheir classroom practice. The mean valuesin table 9 indicated 3.64 for the lack ofteacher educators’ readiness to learn fromone another and 3.48 for the lack of trustamong teacher educators’ to shareexperiences. Similarly, the interview resultsalso revealed that some teacher educators’found difficult to negotiate individualdifferences in practicing Lesson Study.Thus, making one’s teaching open for peerobservation had frustrated some teachereducators’ to function as a Lesson Studygroup.

iii) Knowledge and skill gaps on bothteacher educators and administrators.The mean value in table 9 for the need oftrained facilitators to model was 3.4 and,the mean value in table 10 for the need offurther training 4.45, for modeling 4.43,indicated the knowledge and skill gap to befilled. Further, the data obtained throughinterview and observation revealed theexistence of knowledge and skill gaps bothon the part of teacher educators’ andadministrators.

iv) The lack of time for collaborativeplanning, implementation anddiscussions. The available data in table 9showed the mean value 3.51 for lack oftime for collaborative planning, peerobservation and discussion due to highwork load. Besides, the data obtainedthrough interview had also shown the lackof time for collaborative planning,implementation and discussions due to highwork load on the part of teachereducators’ in and out of campus.

v) Lack of effort to scale-up the existinglimited practices of Lesson Study. In thisregard, the data depicted that in manyCTEs, limited work of Lesson Study hadbeen observed without making transparentthe practices of those teacher educatorswho engaged in Lesson Study. Formallysharing the outcomes with other teachereducators was rare. As a result, the existinglimited practices of Lesson Study had notbeen capitalized and scaled-up even withinindividual CTEs.

vi) Lack of supports needed fromadministrators for properimplementation of Lesson Study.Because, the mean values in table 10 andinterview results revealed the lack ofadministrative support, encouragement andcommitment needed from CTEs’administrators.

CONCLUSIONSThe study depicted the existences oflimited practices of Lesson Study withinadequate knowledge, skills andexperiences in the studied colleges ofteacher education. However, the existedpractices of Lesson Study enhanced teachereducators’ content knowledge andpedagogical skills, encouraged teachereducators’ peer collaboration and providedteacher educators’ an insight into students’learning. Yet, Lesson Study had beenchallenged by teacher educators’ traditionalteaching practices and attitudes(individualistic and closed doorinstruction), teacher educators’ perceptionsof their own classroom practices,knowledge and skill gaps on the parts ofboth teacher educators’ and administrators,inadequate time for collaborative planning,implementation and discussions, limitedeffort to scale-up the existing practices andlack of commitment, encouragement,support and role modeling in the CTEs’.

In conclusions, the existing practices ofLesson Study in the studied CTEs had beenmost often superficial and challenged withpredominance of traditional classroompedagogy and teachers attitudes. Therefore,CTEs should move from existing limited,premature, and surface implementationfeatures of Lesson Study to knowledge andskill based expertise with collaborativeattitudes as a means to support and promotebetter teaching and learning in OromiaCTEs.

RECOMMENDATIONSThe study recommends the followingmeasures would be taken to obtain theintended benefit of Lesson Study in OromiaCTEs.

1. In order to make lesson study a trulypowerful continuous professionaldevelopment tool in the CTEs, it isvital to encourage an entire CTEs


teacher educators to regularly learnfrom each other’s lesson studyexperiences. Hence, strengtheningpeer-observation-peer in individualCTE can do a lot to enhance peercollaboration in this regard.

2. In order to fill the gap in knowledge,skills and experiences, teachereducators should open-up theirclassroom for observing and reflectingon each others’ teaching. Teachereducators should also celebrate andvalue what has been learned andshared from their colleagues. Further,teacher educators should engage inreading professional literatures directlylinked to lesson study and attempt topractice it to learn from their ownpractices.

3. To bring about teacher educators’professional development throughLesson Study, teacher educators, andadministrators need to work incollaboration to scale-up the existinglimited practices in an individualCTEs.

4. The contribution of CTEsadministrative bodies in promotingLesson Study is so immense. Thus,CTEs administrators should separateLesson Study classroom observationfrom teacher educators’ performanceevaluation. Besides, CTEsadministrators should organizeexperience sharing forum to supportand advocate teacher educators’professional learning from LessonStudy both within individual CTE andamong CTEs. Further, CTEsadministrators should allocate theirresources (time, energy, finance) onprioritizing the improvement ofteacher educators’ professionaldevelopment so that regular traineesand school teachers would be benefitedfrom their knowledge, skills andexperiences of Lesson Study.

Moreover, CTEs administrators shouldfind means to arrange time scheduleand build Lesson Study into CTEs’systems as a means for teachereducators’ professional development.Above all, CTEs administrators shouldfoster a collaborative culture and trustin order to create suitable CTE’slearning environment in which allmembers of the staff voluntarily joinLesson Study group.

5. The Regional Education Bureaushould also consider teacher educatorsprofessional learning as one of itspriority and focus on classroompractices and innovative ways ofimproving teacher educator’sprofessional competences like inLesson Study.

6. Developing a strong basis of LessonStudy in the studied CTEs’ could cannever be seen as an easy task. Theknowledge, skills and experiencesrequired to practice Lesson Study inthe studied CTEs’ by an individualteacher educator would require aconcerted effort and attention fromCTEs’ administrative bodies.

7. Finally, the researchers recommend amore detailed and comprehensivestudies in the same area to investigateand further strengthen the practices ofLesson Study as a tool for teachereducators’ professional development inOromia CTEs.

ACKNOWLEDGEMENTSThe researchers would like to thank JimmaUniversity for funding the research work.Besides, the researchers were grateful toOromia Colleges of teacher education;academic vice deans, education streamheads and teacher educators of the collegeswho were involved in providing pertinentdata to the study.

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the practices and challenges of teacher educators

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