Abstract

This paper focuses on relevant initial information needed to conduct a lesson study training course to enhance teaching capability in higher education. The study aimed to explore the state of the problems of teaching performance and the necessity for lesson study as a way to enhance teaching capabilities in higher education. The participants were comprised of 54 administrators, 167 teachers, and 327 students from six faculties at Souphanouvong University, Lao PDR. A synthetic document created from a range of education policy documents and theoretical papers on the lesson study process, an in-depth interviews form, and a questionnaire were the three research instruments. The statistics used included percentage, mean, standard deviation, and the modified priority needs index. A multivariate analysis of variance (MANOVA) was applied. The results of this research were as follows: Twenty issues were found from the content analysis of the synthetic document and in-depth interviews. The overall average of the state of the problems of teaching performance was at a high level (M = 3.57, SD = 0.69), while the need assessment for training in lesson study to enhance teaching capability was at the highest level (M = 4.63, SD = 0.47) with a modified priority needs index at 0.37. When ranking lesson study needs, it was found that the first was “Do—teaching and observation;” the second was “strategies to promote lesson study;” the third was “See—discussion and reflection;” and the last was “Plan—preparation.” Hence, it is crucial to conduct lesson study training courses to enhance teaching capabilities in higher education in Lao PDR.