The aim of this study was to identify teachers view in relation with the implementation of Lesson Study, a program of professional development for teachers. An action research was conducted by using a questionnaire to gauge teachers' acceptance of Lesson Study. The sample consisted of 40 teachers from High Schools (SMA) in Indonesia were recruited for this study. The implementation of Lesson Study involves four stages: planning, micro teaching, discussion and reflection. For the pilot study, Cronbach's Alpha reliability for the items ranges from 0.82 to 0.93. The results showed that Chemistry and English teachers' acceptance of Lesson Study program is high compared with the teachers of other subjects which is moderate. For the aspects of differences in the acceptance of Lesson Study program based on different fields, there was no significant difference between the teachers of Science and Social Science. The overall results showed that acceptance and understanding about Lesson Study program was still at a moderate level. The study also found that professional development program through Lesson Study program enables subject teachers to be monitored each other through the concept of collaborative work in improving pedagogical skills. The results showed that the expansion of the teaching process through Lesson Study program can be used as a program for teachers' professional development. There are significant differences among the perspectives of teachers teaching different subjects about Lesson Study. However, all teachers showed good perception in relation to the implementation of Lesson Study. It is proposed that Lesson Study is used as an alternative approach to solve the problems that the teachers are facing in the implementation of teaching and learning.
Keywords: lesson study, teacher appreciation, professionalism, teaching and learning
Teacher's roles and leadership in the instructional process is the deciding factor for the effectiveness of teaching and learning in the classroom. As a result, teachers' skills and pedagogical skills should be evaluated and improved in order to achieve the quality and standards that have been set out so that teacher's instructions would be more effective and effective teaching could be established.
Trained teachers who are recruited to fill the vacancies in school should be willing to develop their skills from time to time as the training they received in teacher training is not enough (Margono, 1999). Mulyati Arifin (1995) highlighted the same concern that teaching can be a catalyst for change. This means that teachers need to be sensitive with all the new changes related to technology, application pedagogy and social skills.
The need for professional development of teachers is very important because when teachers are in school and dealing with students, the reality requires teachers with high competence in accordance with the needs and challenges faced, especially when dealing with students from diverse backgrounds. Orlich et al. (1998) noted that teachers lacking in skills to extend learning materials to students can degrade the quality of teaching. Teachers should not be in a comfort zone by practicing static and routine way of teaching as they may not know how to deal with the changes alone without efforts to reform and improve,
Therefore the assistance from other teachers' in the Subject Panel is needed to study the weaknesses and assess the aspects of improvement to be done. The use of Lesson Study seemed so appropriate and more practical as there is a collaboration of actions to plan, implement instruction, identify weaknesses and then reflect on the processes before implementing changes and improvements. Lesson Study Program is a form of teaching innovation which was pioneered in Japan and has lefta very positive effect on the quality of education and the quality of teaching, that it also has been implemented by other developed countries such as in the Europe and the United States. …