Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

Purpose The present qualitative paper examined the changes in students' motivation before and after lesson study for learning community implementation at a primary school in Singapore. Design/methodology/approach Student focus group discussions (FGDs) were conducted with six students from each of the classes involved in the research lessons. Students were asked specific questions relating to the research lessons and teachers. Findings Findings suggest that there are some changes in students' perception of classroom climate and their motivation to learn after the implementation of lesson study for learning community. Together with self-determination theory, lesson study for learning community may be viewed as a social and collaborative model as well as a supportive learning climate, promoting students' adaptive outcomes and needs satisfaction. Research limitations/implications Teachers need to be provided support to plan their lessons and to become familiar with the lesson study for learning community approach. There is also a major challenge of teacher “buy-in” whether they would undertake the practice of lesson study for learning community voluntarily. Originality/value This study provides evidence of the existence of an approach via listening pedagogy for the teaching of listening that focuses on students' motivation to listen and learn in class.