Abstract

• The purpose of this study is to explore the attitudes of teacher educators towards lesson study used in Education Degree Colleges. The quantitative research method was used to study the attitudes of teacher educators towards lesson study. In this study, (200) teacher educators from Education Degree Colleges in Magway Region and Mandalay Region were selected by using a simple random sampling technique. To collect data, the questionnaires were based on the investigation of teachers’ perspectives on the lesson study process developed by Wright (2009), the implementation of lesson study program for developing professionalism in teaching profession developed by Copriady (2013), and teachers’ viewpoints on the practical implementation of lesson study developed by Haghighiford and Marzbon (2016). Six dimensions were comprised for the questionnaires. Due to the means of six dimensions, teacher educators from the selected Education Degree Colleges were more likely to receive professional development through lesson study but it is necessary to implement lesson study practically in a different way. According to the result, there were no significant differences in the attitudes of teacher educators towards lesson study in Education Degree Colleges in terms of teaching services and qualification. And then, there was a significant difference in the attitudes of teacher educators towards lesson study in Education Degree Colleges in terms of designation. It can be concluded that teachers had positive attitudes towards the different parts of the questionnaires that deal with lesson study. This study can give guidelines for teacher educators to conduct better and more effective teaching and learning process so that student teachers will achieve purposeful learning.