Purpose The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development. Design/methodology/approach The analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories. Findings The results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process. Originality/value This paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.

中文翻译：

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在土耳其教育背景下实践课程学习

目的 本文的目的是通过考虑 EFL 教师面临和观察到的挑战，以及他们对设计的建议，触及在土耳其教育背景下语言教师发展领域的课程学习 (LS) 实践中未解决的问题像 LS 实践这样的过程以及 LS 实践可以在教学和专业发展方面为他们提供的好处。设计/方法/方法 该分析基于来自五位 EFL 教师在课程和学习研究安排中的协作工作的数据以及研究人员在整个过程中的会议和讨论中的观察。数据包括与参与教师的访谈（前和后）、教师研讨会的录像、研究人员的现场笔记和研究课程的录像。分析是通过内容分析进行的，首先列出参与者的回答，确定引用频率，在共同类别下收集相似的回答以确定类别，最后将代码放入相关类别。结果 结果表明，在学习环境中练习模型之前和之后，教师对 LS 练习都有一些担忧。他们表示，他们主要担心时间、责任和努力的增加，这是一个要求很高的过程。然而，这种做法似乎满足了他们的期望，提高了知识、教学实践和观点，促进了教师的个人和专业发展，激发了学生积极参与学习过程的热情和愿望。原创性/价值 本文作为 LS 实践的一个明确例子，在土耳其教育背景下具有优缺点，因为教师的观点和研究人员在当前研究中的个人反思可以指导变革的过程，并提供证据和实践建议。对于尝试体验它的人来说，该计划的可行性。此外，教师在本研究中对 LS 实践的看法和建议可以使其他教师、专业发展计划的组织者和研究人员有机会领导未来的实践。