Abstract

The present study was conducted with the aim of presenting a model for empowering elementary and secondary school teachers based on the lesson study approach (case study: Kermanshah city). Based on the research results on the existence of obstacles and challenges that overshadow schools and teachers today, as well as the lack of necessary standards for improving teacher performance, teacher empowerment seems necessary. Empowerment would be much more desirable if it is based on lesson study and the teacher can use various curriculum mechanisms to improve the level of teaching and learning. It is at this time that we can say that learning takes place. Accordingly, the present study intends to present a model for teacher empowerment by identifying the components of teacher empowerment with a lesson study approach, correcting the future path, and finally describing the central categories, and to answer the fundamental question of what model can be presented for the empowerment of elementary and secondary teachers based on a lesson study approach?
Research questions
1- What are the dimensions and components of the model for empowering elementary teachers based on a lesson study approach in accordance with upstream documents?
2- What is the current status of the capabilities of elementary and secondary teachers based on lesson study?
3- How is the model of empowerment of elementary school teachers based on the lesson study approach using the opinions of experts?
Research method
The present research is based on the purpose, application and qualitative in nature of the data. In this research, considering the purpose and nature of the research, the qualitative research method was used. The first part of the present research was conducted as a qualitative research using qualitative content analysis. The stages of conducting the present research are as follows: in the first stage, the theoretical foundations of upstream documents were examined using the library study method, and the indicators of empowerment of elementary and secondary school teachers based on the lesson study approach and the factors affecting it were obtained. The data collection method in examining documents, guidelines and scientific sources related to upstream documents was inductive qualitative content analysis.
In the second part of the research, in order to obtain the views of experts and to better understand the subject in the field of empowering elementary and secondary teachers with the lesson study approach, as well as to identify its dimensions and components, semi-structured interviews were conducted individually with experts, specialists, and knowledgeable individuals. These specialists and researchers were selected in a purposeful manner. The criterion for selecting the number of participants was the principle of theoretical saturation. In other words, the selection of individuals continued until new information was added to the previous information. In the present study, the criterion of reliability was observed as much as possible. In this way, the researcher kept the research goal and question in mind at all stages of the research and determined his policy based on it to enable access to reliable information from the interviewees; the researcher presented the results of his data analysis to the experts and asked for their opinions; the researcher reviewed his perspective and strategy during the process of collecting and analyzing data. Also, in this study, an attempt was made to observe the principle of trust as much as possible. The steps of conducting the research and analyzing the data were clearly described so that any reader and critic could audit it.
In order to ensure the accuracy of the findings from the researcher’s perspective, valuable opinions from professors familiar with the field and academic experts who were knowledgeable and knowledgeable in this field were used. Also, the participants were simultaneously assisted in analyzing and interpreting the data.
The data analysis method was theoretical coding. Theoretical coding is an operation in which data is analyzed, conceptualized, and put together in a new way and is the main process in which a theory is developed based on the data. The coding steps used in this study include open and axial coding, which were carried out using MAXQDA software..
By examining the first research question based on identifying the dimensions, components, criteria, indicators, and markers of lesson study, it was determined that the dimensions included: causal conditions (with four components: attention to the future, competitiveness, realism, and organizational thinking); contextual conditions (with three components: attention to teachers' capabilities, difficult conditions, and insufficient knowledge of lesson study); intervening conditions (with three components: motivational factors, organizational factors, and insufficient knowledge of lesson study); research-centered as a central phenomenon (with two components: sustainable learning, reforming the education process), strategies (with two components: skill development, evaluation, and organizational health) and outcomes (with two components: modeling, establishing scientific thinking); and mediating conditions (with two components: administrative factors and motivational factors). Finally, the components of knowledge, skill, and attitude were identified as constituent factors, and individual factors, organizational factors, and group factors were identified as effective factors.
The present study, considering the importance and necessity of addressing teacher empowerment based on the lesson study approach, has studied it and introduces knowledge, skills, and attitude as three important components of this empowerment. Based on the findings of the study, when it comes to teacher empowerment, the amount of content and subject knowledge and quality of teachers, their evaluation knowledge, their attitude towards teaching and type of lessons, as well as their skills in presenting lessons, teaching, classroom management, and evaluation are considered. In this study, the factors affecting the creation of empowered teachers who continue their work with the lesson study approach were also addressed, and factors such as the level of fairness, participation, honesty in teachers, the type of organizational structure, the dominant culture of schools, and the support of principals for lesson study approaches, as well as factors such as trust-building and creating constructive relationships were raised, all of which affect teacher empowerment. Mechanisms were also proposed on this basis. Finally, in the present study, a model was drawn that was derived from the identified components that constitute and influence teacher empowerment with respect to the lesson study approach as well as implementation mechanisms.