Functionality of the lesson study model in the conduct of secondary school Turkish lessons

This thesis study aims to show the preparation and reflection practices that Turkish teachers displayed as a group in their lessons conducted with remote education tools using the lesson study model. The research was designed as a single case study, as it included a comprehensive examination of the four-month data collection process. The participants of the study are three Turkish teachers working in a secondary school in Gaziantep. Participants were informed about lesson study model and the application steps of the model at the beginning of the process.Research data were obtained through observation, interviews, and analysis of documents. It has been seen that course research cycles contribute to the self-regulation behaviors of the participants in the course planning and implementation processes.The teachers concluded that they gained awareness about the role of the actionsthey took in the preparation and reflection stages of the process in the success of thelesson. Through the course research process, it was determined that the participating teachers were able to approach their teaching processes with a critical eye and to anticipate possible situations, questions, and reactions that may occur in the course. Participating teachers referred to largely controllable variables for failures that occurred during the lesson. As the process progressed, the number of causal attributions made for the failures of the course decreased. As a result of the causal attributions, teachers made organizing decisions for subsequent teaching tasks. The results of the research reveal that the Turkish teachers participating in the research increased their teaching motivation and provided professional development with the lesson study model.