Lesson study has been chosen and implemented because of the following reasons. Firstly, lesson study can improve the quality of teaching and learning process as well as lesson in a classroom. This is understandable because (1) lesson study is an effective way to improve teaching and learning process through development of a shared professional knowledge among lesson study group members that is based on a real teaching practice, (2) the basic idea of lesson study is every student achieves his or her highest quality of learning, (3) the objectives of a lesson become a main focus of a classroom instruction, (4) based on the real experience in classroom, lesson study can be able to become foundation of instructional development, and (5) lesson study makesteachers’ role as instructional researchers.
Secondly, a well-designed lesson study will produce professional and innovative teachers. By doing lesson study, teachers can (1) effectively determine instructional objectives of a particular lesson, unit, and subjectmatter area; (2) study and improve lessons that are useful and suitable for students; (3) deepen their subject-matter knowledge they deliver; (4) determine the long-term objectives that will be achieved by their students; (5) plan collaboratively their lessons; (6) study accurately student learning and behavior; (7) develop their best instructional knowledge; and (8) reflect their teaching process based on students and colleagues perspective or opinion. Thirdly, Wang-Iverson and Yoshida (2005:13) state that lesson study has some advantages or benefits as follow:
- to reduce teacher isolation.
- to help teachers learning to observe and criticize.
- to deepen teachers’ understanding of content and curricular scope and sequence.
- to allow teachers to focus on helping all students’ learning.
- to create shared expectations for and understand of student thinking and learning.
- to increase collaboration and respect for each other.
Finally, Wang-Iverson and Yoshida (2005:16) stated also that lesson study is unique because of the following reasons:
- It is teacher-led, long-term professional learning.
- It is plan collaboratively over a period of time through intensive study of materials, standards, and students (in a practical called kyozaikenkyu).
- It supports a collaborative focus on students’ thinking through observation of classroom practice in real time with outside guests.
- It offers a process that makes concrete in an actual lesson and it is good for learning (e.g., enhancing student motivation for learning).
- It provides new and outsiders’ perspectives of teaching and learning.
- It fosters shared reflection based on classroom evidence.
- It makes concrete what reflection means, what problem solving looks like, and what thinking entails.
- It involves long-term participation of knowledgeable others.
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