Lesson study as a catalyst for enhancing EFL teachers’ instructional efficacy and professional development

Abstract

More recent lesson study studies have moved away from forming a judgment on teachers' competence and students' learning to focus on teachers' efficacy. This paper analyzes eight English teachers from a local university in the Mekong Delta, who are organized into four lesson study teams to enhance their professional development in teaching English as a foreign language. Using thematic analysis of qualitative data from interviews and observations, the findings indicated a positive impact of lesson study on teacher efficacy. In terms of the three important areas of instructional approaches, classroom management, and student engagement, teachers showed a rise in confidence. Particularly, they showed an improved ability to choose and modify strategies during instructional delivery in a lesson study session, while reflecting on and evolving through peer feedback. Classroom management skills are advanced by effective use of time management, positive reinforcement, and joint refinement of techniques and practices based on direct observation. Furthermore, strategies that encouraged relevance, interactive methods, and collaborative learning substantially improved student engagement. Results highlight the importance of lesson study as an effective means for teacher professional development and the improvement of pedagogy. The paper emphasizes the importance of collaborative learning, reflection, and feedback between peers in promoting teacher efficacy. These results provide clues for educators and policymakers in promoting the quality of English as a Foreign Language (EFL) teachers’ practice.