Abstract
Traditionally, engineering lecturers do not have sufficient training and background in teaching although training and passion toward teaching could help to make them good engineering educators. However, it takes time for them to learn by themselves by attending training and continuously improving their practice. Recently, Lesson Study is practiced in universities to help improve teaching and learning among lecturers collaboratively. Lesson Study is a form of continuous professional development for educators where a group of educators come together to plan lessons, observe each other’s classes, analyze the classes, and give feedback as well as reflection of the lessons. The learning and development of educators can be faster and more meaningful as Lesson Study is directly improving classroom teaching. This paper describes how Lesson Study was practiced by eight engineering lecturers to teach “Introduction to Engineering” among chemical engineering students that utilize a problem with a sustainable development theme. Frequent meetings and classroom observations were conducted throughout one semester. At the end of the semester, reflections were collected from the lecturers to study the benefits and challenges they encountered. Most of them agreed that Lesson Study helps to improve their lesson planning, time management, collaboration among lecturers, and confidence in teaching. However, Lesson Study requires time to meet, discuss, and plan. Lesson Study is seen as a quick way for experienced lecturers to mentor and coach new lecturers especially in shifting them from a teacher-centered approach to a student-centered approach in engineering education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Cerbin, W., & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250–257.
Cheah, U. H., & Lim, C. S. (2010). Disseminating and popularising lesson study in Malaysia and Southeast Asia, APEID Hiroshima Seminar Current Status and Issues on Lesson Study in Asia and the Pacific Regions. 18–21 January. Hiroshima University, 1–9.
Chenault, K. H. (2017). Building collaborative pedagogy: Lesson study in higher education. College Quarterly, 20(1), 1–23.
Christiansen, F. V., Klinke, B., & Nielsen, M. W. (2007). Lesson study as a format for collaborative instructional change. Pharmacy Education, 7(2), 183–185.
Demir, K., Czerniak, C. M., & Hart, L. C. (2013). Implementing Japanese lesson study in a higher education context. Journal of College Science Teaching, 42(4), 22–27.
Grant, C. D., & Dickson, B. R. (2006). Personal skills in chemical engineering graduates. Education for Chemical Engineers, 1(1), 23–29.
Helmi, S. A., Mohd-Yusof, K., and Fatin Aliah P. (2016). Enhancement of team-based problem solving skills in engineering students through cooperative problem-based learning. International Journal of Engineering Education, 32(6), 2401–2414.
Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. Portsmouth: Heinemann.
Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.
Mohd-Yusof, K., Helmi, S. A., Jamaluddin, M. Z. & Harun, N. F. (2011). Cooperative problem-based learning: A practical model for typical course. International Journal of Emerging Technologies in Learning, 6(3), 12–20.
Mohd-Yusof, K., Helmi, S. A., Phang, F. A., & Mohammad, S. (2015). Future directions in engineering education: Educating engineers of the 21st century. ASEAN Journal of Engineering Education, 2(1), 8–13.
Norton, J. (2018). Lesson study in higher education: A collaborative vehicle for professional learning and practice development of teachers of English for specific purposes. In Y. Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education: English language education (Vol. 11, pp. 95–109). Cham: Springer.
Ong, E. G., Lim, C. S., & Ghazali, M. (2010). Examining the changes in novice and experienced mathematics teachers’ questioning techniques through the lesson study process. Journal of Science and Mathematics Education in Southeast Asia, 33(1), 86–109.
Tan, M. Y. S., & Nashon, S. M. (2017). Promoting teacher learning through learning study discourse: The case of science teachers in Singapore. Journal of Science Teacher Education, 24(5), 859–877.
Wong, W. Y., & Phang, F. A. (2017). Implementation of lesson study among physics teachers: A preliminary study. Man in India, 97(13), 265–274.
Wood, P., & Cajkler, W. (2017). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Further and Higher Education, 42(3), 313–326.
Ylonen, A., & Norwich, B. (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes. International Journal for Lesson and Learning Studies, 2(2), 137–154.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Mohd-Yusof, K., Phang, F.A., Sadikin, A.N., Zakaria, Z.Y., Che Man, S.H., Hamid, M.K.A. (2019). Lesson Study Among Engineering Lecturers as a Way to Plan, Implement, and Improve an Industry-Integrated Course. In: Abdulwahed, M., Bouras, A., Veillard, L. (eds) Industry Integrated Engineering and Computing Education. Springer, Cham. https://doi.org/10.1007/978-3-030-19139-9_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-19139-9_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-19138-2
Online ISBN: 978-3-030-19139-9
eBook Packages: EducationEducation (R0)