Development and Validation of Supervision Indicators and Checklist for Lesson Study in Elementary Education
Keywords:
Lesson study, supervision indicators, instructional supervision, elementary education, teacher professional developmentAbstract
The study aimed to develop and validate indicators and a supervision checklist for lesson study in elementary education to enhance instructional supervision and teachers’ professional development. A sequential exploratory mixed-method design was applied. In the qualitative phase, relevant documents, national curriculum standards, and 124 recorded exemplary lesson study sessions were analyzed using inductive content analysis to identify preliminary indicators. In the quantitative phase, a researcher-made 8-item Likert-scale questionnaire was administered to 34 educational experts and teacher educators. Data were analyzed using descriptive statistics and one-sample t-tests in SPSS version 26. The qualitative analysis yielded five key phases of lesson study: engagement (cognitive, emotional, behavioral), interaction (learner–teacher, learner–content, learner–learner), support (cultural, social, instructional), assessment (knowledge-based and skill-based), and feedback (corrective and motivational). Quantitative findings showed internal validity means ranging from 4.06 to 4.38, with a significant t-value (t=24.56, p<0.001), confirming the checklist’s reliability and content validity. The validated checklist provides a comprehensive and reliable tool for supervising lesson study practices in elementary schools. By emphasizing engagement, interaction, support, assessment, and feedback, it enables a more systematic evaluation of teaching quality and fosters continuous professional growth among teachers.
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