Building an indigenous learning community through lesson study: challenges of secondary school science teachers

ABSTRACT

Universalists believe that indigenous knowledge should not be studied since it excludes non-indigenous people. A qualitative method was used to explore the impact of lesson study on a science teacher at a secondary school. The research indicated that lesson study has positive impacts on teachers professionally by improving their science content knowledge, developing their teaching strategy and skill, enhancing their interest in working collaboratively, and creating a sense of an indigenous paradigm. The four categories of impact are interrelated and mutually influential. Through a lesson study, a relationship of mutual trust is well established in an indigenous learning community.

KEYWORDS:

• Indigenous learning community
• indigenous science
• lesson study
• science teachers
• secondary school

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Rif’ati Dina Handayani http://orcid.org/0000-0001-5860-1202

Additional information

Funding

This work was supported by The Education Fund Management Institution (LPDP) of the Ministry of Finance of the Republic of Indonesia, which is led through Indonesian Lecturer Leading Scholarship (BUDI).