Author: Aleksandra Mihajlović
Institution: University of Kragujevac
Year of publication: 2019
Source: Show
Pages: 89-99
DOI Address:
PDF: tner/201901/tner5507.pdf

The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.


  • Bandura, A. (1995). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1–45). New York: Cambridge University Press.
  • Burroughs, E.A., & Luebeck, J.L. (2010). Pre-service Teachers in Mathematics Lesson Study. The Mathematics Enthusiast, 7(2), 391–400.
  • Canrinus, E.T., & Fokkens-Bruinsma, M. (2014). Changes in student teachers’ motives and the meaning of teacher education programme quality. European Journal of Teacher Education, 37(3), 262–278.
  • Chassels, C., & Melville, W. (2009). Collaborative, reflective, and iterative Japanese lesson study in an initial teacher education program: Benefits and challenges. Canadian Journal of Education, 32(4), 734–763.
  • Coenders, F., & Verhoef, N. (2018). Lesson Study: professional development (PD) for beginning and experienced teachers. Professional Development in Education,
  • Cohan, A., & Honigsfeld, A. (2006). Incorporating lesson study in teacher preparation. The Educational Forum, 71(1), 81–92.
  • Enochs, L.G., Smith, P.L., & Huinker, D. (2000). Establishing factorial validity of the math­ematics teaching efficacy instrument. School Science and Mathematics, 100(4), 194–202.
  • Gavora, P. & Wiegerová, A. (2017). Self-efficacy of students in pre-school education pro­gramme: the construction of a research instrument. The New Educational Review, 47(1), 125–138.
  • Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263–279.
  • Matanluk, K., Johari, K., & Matanluk, O. (2013). The Perception of Teachers and Students toward Lesson Study Implementation at Rural School of Sabah: A Pilot Study. Procedia – Social and Behavioral Sciences, 90, 245–250.
  • Mee, L.S., & Oyao, S.G. (2013). Establishing Learning Communities among Science Teach­ers Through Lesson Study. Journal of Science and Mathematics. Education in Southeast Asia, 36(1), 1–22.
  • Mojavezi, A. & Tamiz, M.P. (2012). The impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483–491.
  • Mostofo, J. (2014). The impact of using Lesson Study with pre-service mathematics teach­ers. Journal of Instructional Research, 3, 55–63.
  • Murata, A., & Pothen, B.E. (2011) Lesson Study in Preservice Elementary Mathematics Methods Courses: Connecting Emerging Practice and Understanding. In L. Hart, A. Alston & A. Murata (Eds.), Lesson Study Research and Practice in Mathematics Education (pp. 103–116). Dordrecht: Springer.
  • Rock, T.C., & Wilson, C. (2005). Improving teaching through lesson study. Teacher Educa­tion Quarterly, 32(1), 77–92.
  • Sibbald, T. (2008). The connection between teacher self-efficacy and reflective practice (Doctoral dissertation). Toronto, University of Toronto. Retrieved from
  • Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: lessons from lessons. Teaching and Teacher Education, 25, 724–733.
  • Starko, A., & Shack, G. (1989). Perceived need, teacher efficacy, and teaching strategies for the gifted and talented. Gifted Child Quarterly, 33(3), 118–122.
  • Tschannen-Moran, M., & Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive con­struct. Teaching and Teacher Education, 17, 783–805.
  • Tsui, B.M.A., & Law D.Y.K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23, 1289–1301.
  • Villalon, J. (2016). Lesson Study: Its Influence on Planning, Instruction, and Self-Con­fidence of Pre-Service Mathematics Teachers. US-China Education Review B, 6(7), 429–439.
  • Ylonen, A., & Norwich, B. (2014). Lessons from evaluations of Lesson Study. In B. Norwich & J. Jones (Eds.), Lesson Study: making a difference to teaching pupils with learning diffi­culties (pp. 113–145). London: Bloomsbury Publishing.

Wiadomość do:



© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart