JOURNAL OF NEW STRATEGIES FOR TEACHER EDUCATION
Year:2016 | Volume:2 | Issue:3 |Papers Count:7

The research is the building block of scientific progress, responds to questions, Produces new knowledge and finally, improves the lives of all human beings. The main point is that for research study to make lifestyle changes, Results should be shared with other people. Accordingly, the process of disseminating and sharing the results of research is one of the most accepted steps by scientists, scholars and researchers. As there are some fundamental differences between quantitative and qualitative research methodologies, qualitative research results should be shared professionally. Lesson Study as a kind of qualitative research strategy is of special considerations. Considering the lack of lesson study result sharing model in our country, this article aims to develop such model. In order to evaluate the reliability of this research the technique of Delphi was applied. In the desired model, two formats are presented according the different needs of the two beneficiary groups, namely lesson study users and other audiences (Other teachers, Education policy makers and other stakeholders outside the education system). The two formats include: research report as a kind of narrative writing (for teacher researcher and their colleagues) and summary of research report (for other teachers, Education policy makers and other stakeholders outside the education system). Narrative writing reports aim to develop lesson study group members professionally and are created through anecdotal and narrative extracts. This kind of report is of one copy and held in school for the benefit of all stakeholders and their titles are suited for Lesson Study cycle. On the other hand, summary report is developed to present research results to the audiences outside the lesson study group and is of six parts including the title, summary of the study, The overall profile of the process, Process results and their application to two groups of students and teachers, quality control and References).

The most important capital of any organization to achieve their goals is human resource. Educational System as the most important organization in any country needs efficient and professional staff to reach its optimal performance. As teachers are the main human capital in the educational system, their knowledge, skill and expertise is very important. That is why education of teachers and teacher education Planning are of great importance. Teacher education is a multiple-step process, starting from recruitment of competent people and continuing to in-service training which makes their knowledge up to date. In this process, two things are important and should be considered: first, teacher training should lead to having scientist, thinker and artist teachers that have content knowledge, the ability of problem solving and the skill to adapt to the situation. Secondly, it's important that teaching methods used for teacher training consider their culture. In this way, the teachers will be culturally bound to their local setting.

Practicum curriculum, as one of the most important parts in teacher education, is an experimental and reflective learning program based on scientific and professional qualifications of student teachers. In this curriculum, student teachers can gain the teaching knowledge, skill and attitude through the integration of their practical and theoretical knowledge in real educational environment. The purpose of this study, which is an introduction to narrative inquiry, is to determine the importance of practicum curriculum in teacher education. Narrative inquiry is concentrated on developing reflective thinking in classroom and deep understanding of educational experiences. Narrative inquiry gives the possibility to reflect on learning and teaching theories in action and beside the explanation of educational phenomena provides the opportunity for the description of sudden and thought-provoking occurrences. In practicum curriculum, student teachers could encode and organize the reports gathered from educational situations in a narrative manner and explain educational problems through narrative inquiry. So, this article aims to analyze the role and importance of narrative inquiry in practicum curriculum of teacher education.

The purpose of this research is to understand the nature of action research influenced by the view of the “ teacher as a researcher” . In fact, action research, in the field of the educational research, is a result of the movement in which has been recognized authority of teachers as a resource of knowledge. But, what has been popularized in between teachers is using of this kind of inquiry as a methodological instrument for solving the problems that rise in the particular situations, this is a result of that teachers view themselves as those who deliver the pre-planned curriculums. If the action research merely seen as a methodological instrument and it be neutral toward the teacher’ s beliefs and theoretical assumptions, then it does not open the window for finding the valuable understanding of the educational experiences. According to john Elliott, action research is an expression of deliberative teacher educational practice and it is as a “ practical philosophy” and provides conditions to create theory and educational theorizing. The problem of this inquiry is that, what is the nature of the action research affected by the “ teacher as a researcher” . It is hoped that this research provide the new understanding of action research to direct the training about action research in the teacher education universities.

Teacher professional development is necessary because it will provide teachers with high-quality skills and knowledge and will promote the quality of student learning. There are different definitions of professional development based on different stakeholders’ viewpoints from policy makers to teachers. Professional development is not limited to formal programs. Other courses such as self-directed learning and problem-solving skills are also important. In other words, professional learning is based on context and lived experience and educational reform is achieved when teachers believe in lifelong learning in their classrooms. In this way, they can reach professional insight in the classroom. Teachers have to tie their personal self-studies to theoretical approaches to practice the most effective techniques in their own classrooms. This article investigates teacher professional development models based on three axes: 1. Standard-based models; 2. School-based models and 3. Self-directed models. Then, lesson study or cooperative teaching as well as learning activities are discussed in detail. Finally, a useful example of learning activity with regard to problem-solving technique is illustrated.

Teacher education researchers and educational societies are approaching research-based teacher education. High quality education focuses on the importance of teacher training from elementary level to professional development in order to updating teacher knowledge, deepening their understanding and developing their skills. The aim of research-based approach is to develop educational thinking process of teachers. The main goal of this approach is to develop reflective teachers. Teachers should have a study program with a systematic educational structure and students should enjoy this opportunity in order to make practical reasoning, decision making and problem solving. In conclusion, programs that are merely based on theory are not successful. In order to reach the best conclusion, there is a need to develop the experiences that are based on work-setting evidences. In this article, we will discuss the research-based approach education as the main organizing theme of teacher education.

Introduction Lesson study is a collaboration-based teacher professional development approach that originated in Japan (Fernandez and Yoshida, 2004; Lewis and Tsuchida, 1998; Stigler and Hiebert, 1999). When it was first introduced in the United States in the late 1990s, it quickly gathered the attention of the US educators as it was thought to be an adoptable and effective innovation (Choksi and Fernandez, 2004; Lesson Study Research Group, 2007; Lewis et al., 2004; National Research Council, 2002; North Regional Educational Laboratory, 2002; Richardson, 2004; Stepanek, 2001, 2003; Wilms, 2003). Lesson study incorporates effective characteristics of other professional development programs identified in prior research. It is site based, practice oriented, focused on student learning, collaboration based, and research oriented (Bell and Gilbert, 2004; Borko, 2004; Cochran-Smith and Lytle, 1999, 2001; Darling-Hammond, 1994; Wang and O’ Dell, 2002; Little, 2001; Hawley and Valli, 1999; Wilson and Berne, 1999). Lesson study was also one of the foci for the International Congress on Mathematics Education (ICME) Ninth Conference in 2002 and has spread in many other countries (Fujita et al., 2004; Lo, 2003; National College for School Leadership, 2004; Shimizu et al., 2005). Despite the rapid rate of adoption, this form of professional development is still new in countries other than Japan, and thus schools and teachers in these countries are still at the early stage of adopting the innovation to their existing systems. There is an emerging body of lesson study literature, but we do not yet have a coherent and shared understanding and model of teacher learning with lesson study. The purpose of this article is to give an overview of lesson study with its structure (and variation), its history, and emerging lesson study research literature, in order to explicate teacher learning models in lesson study as well as to identify future research agenda with lesson study.