Full metadata
Title
Lesson study and the co-construction of pedagogical knowledge among secondary specialty teachers
Description
Teacher learning in the workplace is situated within a complex context involving the individual and multiple aspects of an educational organization. The present action research study uses a socio-constructionist inquiry lens to further research the local and multifaceted nature of professional learning in schools. The goal is to re-conceptualize professional development away from reductionist approaches that assume teacher practice can be isolated, packaged, and directly transferable into the classroom. The present study examines how lesson study can structure interdisciplinary professional learning to address the current gap in the literature regarding professional development of secondary specialty teachers. Five teachers participated in two lesson study cycles for a period of 13-weeks. This study focused on how teachers co-construct pedagogical knowledge and the extent to which they make changes to their practice. Using a sequential mixed methods research design, this study collected qualitative and quantitative data in three phases. In the initial phase, participants completed a demographical survey and shared a digital ethnography of their philosophy of teaching. Phase two consisted of video recordings for two lesson study cycles. Phase three involved a second survey and semi-structured interviews. Classroom observations were conducted during the first and last phase of the study. All qualitative data was analyzed inductively using open and thematic coding. Cross-case analysis was employed at the analysis stage to integrate data tools for the purpose of complementarity. Results suggest lesson study was an effective, job-embedded model that supports active and continuous professional development that is sustained and transferrable to the classroom. The type of disposition reported and displayed by teachers changed positively over time having transformational effects in the depth of relationships among teachers, increasing co-creation of pedagogical knowledge, and increasing reflectiveness. Teachers' level of openness to learning related to higher levels of effective practices implemented during lessons. Further research is needed to examine the ways in which teacher disposition influences professional learning when secondary specialty teachers engage in lesson study.
Date Created
2014
Contributors
- Mesa-Lema, Liliana (Author)
- Carlson, David L. (Thesis advisor)
- Barnard, Wendy (Committee member)
- Medrano, Juan (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
ix, 163 p. : col. ill
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.24826
Statement of Responsibility
by Liliana Mesa-Lema
Description Source
Viewed on May 6, 2015
Level of coding
full
Note
thesis
Partial requirement for: Ed. D., Arizona State University, 2014
bibliography
Includes bibliographical references (p. 97-103)
Field of study: Leadership and innovation
System Created
- 2014-06-09 02:07:39
System Modified
- 2021-08-30 01:35:54
- 3 years 2 months ago
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