EFL TEACHERS’ PERCEPTIONS OF LESSON STUDY IMPLEMENTATION IN SECONDARY RURAL SCHOOLS THROUGH THE INTERDISCIPLINARY APPROACH

Abstract

Lesson study (LS) approach initially appeared as the Japanese form of researching lessons now is widely used in various countries to develop teachers’ pedagogical and instructional knowledge. The purpose of this study is to explore whether EFL teachers develop their pedagogical and instructional knowledge through participating in the lesson study group or not through interdisciplinary approach, by attracting teachers from other disciplines too. Five EFL teachers from a secondary rural school who were the members of the interdisciplinary group of the Lesson Study participate in semi-structured interviews.
Keywords: lesson study, EFL teachers, interdisciplinary approach, rural schools, professional development, instructional knowledge, challenges.