Özet:

This study was conducted to determine how the professional development model of lesson study would function in special education. The study was designed as a case study, which is one of the qualitative research methods, and it was carried out with 10 special education teachers selected by criterion sampling. Data were collected through observation reports and semi-structured interview forms from special education teachers who learned and applied the lesson study model for the first time in a 6-week period. The data obtained were analyzed by content analysis and presented in tables. The study found that special education teachers receive professional development from social media, experts, experienced colleagues, trainings, and books. It was determined that special education teachers have achieved some pedagogical, student, and teacher-based positive gains thanks to the lesson study. In addition, special education teachers also mentioned some negativities such as worry, anxiety, time, and cost about the lesson study. The present study revealed that the lesson study model was represented by a small number of studies conducted within the scope of special education. In this context, it was suggested that the lesson study model, which could contribute to the professional development of special education teachers and the success of special education students, should be included in more studies in special education.

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