Perceptions on Professional Development of Supervisors in the Non-project and Project Schools Using Lesson Study

AbstractThis study investigated the perception of two groups of supervisors working in the non-project and project schools where Lesson Study and Open Approach were implemented. Data collection was administered through participatory observation, interviews, and questionnaire distribution. The results revealed that supervisors working in the non-project schools perceived their qualifications as supervisors need to have: strong academic background and continuous professional development in terms of self-studying, further studying, and training. With regard to supervisors working in the project schools, they perceived that they need to work collegially or collaboratively with school teachers, i.e., listening to teachers, rather than providing them knowledge regarding to issues/topics. They also valued the sense of ‘collaboration’ in working as a new powerful and effective instruments to improve teaching practice of teachers, and guidelines to work as supervisors