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An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness
Title
An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.
Creator
Thompson, Daniel, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Ellis, Amanda, University of Central Florida
Abstract / Description
The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement...
Show moreThe purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness. Secondary STEM graduates who come into education need a model of collaborative reflective practice for continuous improvement. Lesson study is one possible model of professional learning that is both reflective and collaborative (Sims (&) Walsh, 2009, p. 731). The cyclical nature of lesson study makes it a natural fit for continuous improvement. Yet, little research into the effectiveness of lesson study as a tool for new teacher preparation or for middle and high school teachers exists. As part of the University of Central Florida's RTP3 program, resident teachers from three school districts participated in lesson study. Their reflections on participating in lesson study were analyzed and interviews with designees from each school district were conducted. The resident teachers' reflections and the interviews with partner school district designees were analyzed using the constant comparison method (Parry, 2004). The reflections were closely examined for trends and patterns, and as commonalities emerged, they led to the findings of this study. After review of the school district lesson study models, they were confirmed and explored during the interviews with school district designees. Analysis showed lesson study was perceived to be beneficial by the resident teachers and two of the three school district designees described positive effects gained from participating in lesson study through RTP3. The literature review and the results of this study demonstrate that lesson study is a valuable tool for professional learning in both novice and veteran teachers. Themes frequently observed in lesson study reflections included increased focus on students, the value found in collaboration, and a desire to participate on future lesson study teams. Teachers, teacher preparation programs, and school administrators should consider the benefits of participating in lesson study and attempt to develop a plan to include this method of professional learning in their school or teacher preparation program.
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Date Issued
2015
Identifier
CFE0005724, ucf:50130
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005724
PRE-SERVICE TEACHERS' PERCEPTIONS OF PROMOTING TEACHER AUTONOMY THROUGH THE USE OF LESSON STUDY
Title
PRE-SERVICE TEACHERS' PERCEPTIONS OF PROMOTING TEACHER AUTONOMY THROUGH THE USE OF LESSON STUDY.
Creator
Leon, Rachel, Wise, William Scott, University of Central Florida
Abstract / Description
The intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their...
Show moreThe intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools(as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their profession there needs to be a change in the way professional development is directed. One form of professional development that promotes teachers as researchers is Lesson Study. Teachers who participate in lesson study are given the opportunity to research, collaborate, and learn. A sample population of five Pre-service teachers were interviewed to discover their perceptions of using Lesson Study as a means to promote teacher autonomy. The results of this thesis are that lesson study was regarded, by three out of five of the participants, as an effective way to strengthen teacher autonomy. The implications of the results are discussed, and the descriptions and implications of Lesson Study are provided.
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Date Issued
2014
Identifier
CFH0004726, ucf:45381
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004726