Cultural and Linguistic Factors in the Effective Use of Lesson Study with Mathematics and Science Teachers in the Philippines

Abstract

Lesson Study (LS), originating in Japan, has earned international recognition as a professional development model renowned for its collaborative method of enhancing teaching practices. However, the implementation of LS in mathematics and science education faces significant challenges when contextual factors, such as cultural norms and socio-economic constraints, are not adequately addressed. This study highlights the critical problem of adapting LS in low socio-economic status (SES) settings, where existing strategies may fail to account for unique cultural and linguistic influences. Despite its proven success globally, research on LS’s adaptability to such environments, particularly in the Philippines, remains limited, revealing a gap in the literature. This descriptive case study focuses on a low-SES private school in the Philippines to examine how cultural values—such as Smooth Interpersonal Relationships (SIR), pakikisama (group harmony), and hiya (modesty)—and bilingualism impact teachers’ engagement in LS cycles. Over six months, data were collected through interviews, focus group discussions, and classroom observations with four mathematics and science teachers. Findings show that cultural norms often hinder open critique, a core component of LS, while language dynamics influence the depth of reflective discussions. The study underscores the significance of the Philippine educational and cultural context, offering insights into the challenges and opportunities of LS implementation in resource-constrained environments. By addressing these barriers through culturally responsive adaptations, this research provides valuable contributions to the broader body of knowledge on LS, particularly for educators and researchers seeking to replicate its success in similarly complex settings.