Open Lesson as a Means of Teachers’ Learning

Open lesson (OL), similar to the Japanese study in many aspects, is a professional development model regularly used schools Commonwealth of Independent States Countries. The purpose this was examine teachers’ and students’ attitudes beliefs about OL practices activities, using both quantitative qualitative methods. sample consisted 72 instructors 239 university students Kazakhstan. MANOVA results from teacher data student indicated weak positive OL. Moreover, no differences were found between gender, discipline, nationality, teaching experience teachers, while learning social sciences showed stronger effect on when compared natural sciences. Slightly participants imply that implementations should be reconsidered.