The investigation of variations of research lesson study model in teachers' professional development, the perception of teachers' self-efficacy and self-regulation skills of learners

Taking into consideration the reforms in the field of education, it would appear that the success of an education system is based on learners' ability to foreseen and quickly adapt to change. Therefore, there is an urgent need to design a high quality teacher professional development program to establish successful educational systems, to create self-regulated learning environments and to promote acquisition of lifelong learning skills. Within this scope, a teacher training course based on the Research Lesson Study (RLS) Model was carried out during the 2013- 2015 academic years, in cooperation with the Istanbul Provincial Directorate of National Education (IL MEM) and the Education Department of Intel's Corporate Affairs Group. The purpose of this study is to examine the impact of RLS on teachers' professional development and their perception of self-efficacy, as well as on the self-regulation skills of learners and the learning products they created in the process. The working group consisted of 383 students, as well as 27 teachers, each from a different pre-secondary or secondary school across 39 provinces covered by the Istanbul IL MEM. The research for the study has been designed following the principles of Action Research. Motivated Strategies for Learning Questionnaire (MSLQ) and Teacher Efficacy Scale (TES) have been applied when researching the quantitative dimension. Within the scope of RLS, 10 lesson plans developed by teachers and 10 products developed by students on 3 different occasions were selected for the qualitative dimension of the research. The lesson plans were evaluated and analysed with a teacher design rubric, and the products were evaluated with a student rubric. In addition, focus group interviews were conducted with 20 teachers on 3 different occasions, in order to record their opinion about the RLS process. Their feedback was analysed using the content analysis technique. The dependent sample "t" test was used to determine whether the self-efficacy perceptions of the selected teachers and self-regulation skills of the students differed in the pre and post- test. The findings of the research show that the RLS implementation process promotes self-efficacy perception, interaction, collaboration and peer learning among teachers, by supporting their creative and innovative design skills through the integration of interdisciplinary approaches and interactive digital tools in the teaching process. For students, it was observed that at the end of the RLS implementations, student products improved in terms of integration of interactive digital tools, originality of content, creativity and meta cognitive skills.