Exploring the Barriers of the Process of Lesson Study from the Viewpoint of Educational Consultants

The purpose of this study was to gain the experience of educational practitioners in the field of lesson study and providing basic solutions. This is a qualitative research based on a phenomenological approach. The statistical population of this study consisted of 20 educational agents (educational policy makers, provincial technology heads, educational leaders and experts). Using purposive sampling approach and benchmarking method, 6 policy makers, 5 provincial technology heads, 5 educational leaders, and 4 experts and researchers were selected. The adequacy of the number of participants was determined by theoretical saturation. Semi-structured interviews were used to collect qualitative research data. The validity of the qualitative section was assessed by members' review, data source alignment, and researcher self-review and reliability of the encodings was also assessed using two stability and repeatability indices. According to the qualitative method of the research, the categorization method was used to analyse the data obtained from the interviews using MAXQDA software (version 2018). The findings of the study showed that the educational, professional, organizational, structural, and cultural barriers were considered as a threat to teachers' participation in the research process. Other research findings also indicated what measures to consider to address each of these barriers. Based on the results of the study, it is recommended that policymakers develop strategic plans to promote teaching as a collaborative activity of teachers. All education beneficiaries should also participate in the formation and maintenance of organizational structures that support effective teacher participation in the study.