Abstract

• The primary purpose of the study is to investigate the pre-service teachers’ attitudes towards lesson study and their self-efficacy. Teaching practice plays a crucial role in the professional development of teacher training. Therefore, lesson study is also used in implementing collaborative teams for teaching and lesson planning in teacher training programs. In this study, lesson study was used in conducting the teaching practices for pre-service teachers’ method courses training. To investigate the pre-service teachers’ attitudes towards lesson study and their self-efficacy, a sample of (111) pre-service teachers from three education colleges of Yangon Region were randomly selected. A descriptive research design was used in this study. Firstly, the three components of lesson study were practiced in pilot group. After necessary changes were made, these lesson study practices were used in the sample groups. Before the lesson study practices, sample groups were administered the self-efficacy questionnaires as a pretest. After the practices, the sample groups were administered the lesson study and self-efficacy questionnaires. The data were analyzed by descriptive statistics and paired samples t test. The result of this study showed that when the pre-service teachers were practiced by lesson study, almost pre-service teachers highly accepted the lesson study and had positive attitudes towards the lesson study. Their self-efficacy improved after the lesson study. It verified that every components of lesson study positively influenced to the pre-service teachers in teaching practices. Thus, lesson study should be integrated in teacher training programs.