Since its introduction in early 2000s, lesson study has been viewed as a promising and powerful approach to professional development and school improvement in Indonesia. The purpose of this article is to discuss the historical development and unique perspective of lesson study at Indonesia University of Education.
Through a systematic review of the related literature to analyse practitioners and official point of views regarding adaptability and sustainability of the lesson study effort, the author portrays the progress and challenge faced by practitioners of lesson study in Indonesia. The author also points out its “existence proof” through the “story of adaptation” in order to describe the “steady change and improvement” and the “local proof route” in practice.
The review shows consecutive changes that started from reforming student learning, teachers’ learning and empowering the learning community, though reaching the core of instructional improvement is indeed challenging.
In this paper there are two substantial lessons learned, i.e. teaching practice and reflective practice are explicated to underlie the proposed framework of substantive aspects of lesson study. Key factors are also highlighted to develop further a valuable and sustained teacher education and development in Indonesia.
