Using Lesson Study as a tool to cope with instructional challenges: A case study of Chemistry teachers in Nigeria

Abstract

Educators encounter many obstacles in effectively planning and teaching students in the classroom. One of the most significant challenges is the constraints imposed by curriculum standards, which can hinder teachers from customizing lesson plans that reflect students' current situations. To address this issue, a research study was conducted to investigate how collaborative professional development using lesson study could support teachers in managing lesson planning and teaching issues in schools. Two chemistry teachers in Educational District IV Lagos State, Nigeria, participated in the lesson study process, were interviewed, and engaged in writing a reflection. The data gathered were transcribed, coded, analyzed, and the results revealed that chemistry teachers face difficulties due to curriculum standards and expectations of national and external examinations. Nevertheless, through lesson study, the teachers recognized the necessity of prioritizing students' needs while designing lesson plans to overcome challenges and make chemistry relevant to students.

Keywords

• lesson study
• Chemistry teacher
• Teaching Challenges