Making Use of the Lesson Study Approach to Secondary Education in Greece—The Contribution to the Professional Development of Teachers
Bibliographic record
Abstract
The main purpose of this paper is to investigate the contribution of the Lesson Study (LS) to the professional development of teachers. The present work, which is part of a broader research effort, was realized from February 12 to April 1, 2016 in the second grade of lyceum in a school in the prefecture of Attica. Initially, all the school’s scholars (4) and 31 students participated. From the results of the survey, regarding the teachers’ perceptions of the contribution of the lesson study to the differentiation of their attitudes and practices for the design of the course and their teaching, all the teacher participants in the research stated that they benefited from the lesson study as far as the subject of their teaching and the foresight of students’ possible questions were concerned. At the same time, it has a positive impact on promoting co-operation and professional development of teachers as a form of training within the school.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".