The Development of a Supervision Model Based on Lesson Study Combined with Feedback to Enhance Teachers’ Competence in Implementing TPACK for Promoting Primary School Students’ English-Speaking Skills

Abstract

Background and Objectives: Education is a key mechanism for developing a high-quality workforce. Amidst the rapid changes of the 21st century, teachers’ competencies in learning management play a crucial role in enhancing students’ language skills. This study aims to develop and evaluate the quality of a supervision model based on the Lesson Study approach combined with feedback to enhance teachers’ learning management competencies following the TPACK framework and to promote English-speaking proficiency among elementary students.

Research Methodology: This study employed a research and development (R&D) process consisting of: (1) analyzing fundamental data and needs, and (2) developing and evaluating the quality of the model through a Focus Group Discussion (FGD) with seven experts and specialists. The research utilized various instruments, including document analysis forms, interview guides, and model quality assessment forms. Data were analyzed using mean (M), standard deviation (SD), and content analysis.

Research Findings: The developed supervision model comprises five components: (1) principles, (2) objectives, (3) supervision framework, (4) assessment and evaluation, and (5) supporting factors. The model consists of seven steps: problem analysis, comprehension building, supervision implementation, monitoring, reflection, feedback provision, refinement, discussion, and network building.

Conclusion: The developed supervision model enhances teachers’ learning management competencies, enabling them to improve instructional strategies that effectively promote students’ English-speaking skills. Additionally, it fosters a collaborative and continuous learning culture, contributing to the sustainable improvement of education quality.