Opinions of Turkish Language and Literature teachers on the contribution of the "lesson study" application to the professional development

Lesson studies has the potential to be implemented as in-service training in our country. The purpose of this study is to evaluate the contribution of lesson studies of high school Turkish Language and Literature teachers to educational leadership. This procedure is implemented with lesson plans, application of courses and enforcement of a new plan. Three Turkish Language and Literature teachers who work at a private school in Kadıköy participated in this research and total six lesson study cycles were planned and carried out. Within the courses carried out throughout one and half months process, observations were made and notes were taken in order to describe what was experienced in each stage of lesson studies. Lesson plans prepared collectively were used as data on the preliminary and the final report. It was put forward what the teachers went through in the stages of lesson studies in the consideration of the data acquired. In the consequence of this research, Turkish Language and Literature teachers carried out studies on how to get hold of educational leadership in order to prevent cognitive fatigue caused by the transition from chronology-oriented teaching style to type-oriented teaching style in 2018 curriculum. It turned up that the teachers created a rich learning environment by sharing their knowledge and skills. It was observed that the students applied thinking and understanding styles better in chronology-oriented teaching style. When compared two different curriculums prepared by lesson studies practice, It turned out that the chronology-oriented teaching style had a positive effect on the students and helped them internalise the topics. With this research, suggestions for future probable applications on the contribution of educational leadership and the view of teachers in the consideration of lesson study were presented.