A 3-Way Paradigm of Lesson Study Strategy on Teachers’ Productivity, Teaching Profession and Trainee Proficiency: A Contemporaneous Paradigm

Abstract

This paper is showcasing a tripartite interwoven interactions in  Education, that sychronously run to address a-3Way-Paradigm  through the Lesson Study Strategy in the new millenium classroom. The quest for professionality and functionality will continue to make all educational stakeholders dive for strategies that will pave way for maximum productivity in the ocean of knowledge economy of the world. Lesson Study is a pedagogical strategy that is capable of producing productive interactions that revolve roundabout the 21st Century Classroom Teachers, the acts of Teaching and the Trainees. The process opens with a team of concerned teachers collaborating on a common discipline of  interest. The goals of teaching and learning, how and what to employ in order to achieve the identified goals in the classroom are discussed. Classroom presentation is a collective resposibility of everyone in the team. One of the team members presents the teaching interactions with tthe students while others are in the classroom as observers. The team reviews and scrutinises the classroom interactive outcomes outside the classroom thereafter and effective remidiation is put in place for the overall achievement of the identified goals. In this paper therefore, the productivity of the teacher, process of teaching and proficiency of the trainees are independently focused. Lesson Study as a teaching strategy is capable of producing professionalism in the Teacher, productivity in  Teaching and proficiency in the Trainees.

Keywords: Collaboration, Pedagogy, Performance, Remidiation, Tripartite, interaction, professionalism


Article Review Status: Published

Pages: 10-16 (Download PDF)

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