Development of an Evaluation Method for Teachers’ Competencies Utilizing a Lesson Planning Map based on German Lesson Theory

Abstract

According to the Central Council for Education, a shift in teachers’ views of training is required (Central Council for Education, 2022). The purpose of this study is to verify how science teachers’ competencies are demonstrated in lesson studies by utilizing a German lesson planning map based on Kiper & Mischke (2004, 2006, 2009). From the results of the study, the following points were revealed: 1) By relating the lesson planning map to the science teacher’s competencies, we were able to discern how the competencies are demonstrated. It can be said that a lesson planning map based on German lesson theory can clearly indicate the status of science teachers’ competencies. 2) In order for teachers to design their own learning, it was suggested that this would be possible not only through self-evaluation utilizing questionnaires, but also by using teacher educators’ (researchers’) evaluations using lesson planning maps and disclosing the differences to the teachers. 3) In situations in which teachers practiced collaborative lesson study, or in situations in which “normative concepts” influenced their lesson studies, we observed incidents in which the competencies could not be discerned from the lesson studies. This suggests that the competencies need to be viewed in an integrated and interlocking approach, with consideration of factors other than lesson studies.