Examining the nature of teacher support during different iterations and modalities of lesson study implementation

Lesson Study is a professional development program, which engages teachers in a collaborative and long-term lesson planning process aimed at improving a single or a group of lessons. In the process, teachers may feel that they are offered three different types of support: social, emotional, and inst...

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Bibliographic Details
Published inProfessional development in education Vol. 46; no. 1; pp. 97 - 111
Main Authors Stokes, Laura R. E., Suh, Jennifer M., Curby, Timothy W.
Format Journal Article
LanguageEnglish
Published Routledge 01.01.2020
Subjects
Administrator Attitudes
Communities of Practice
Comparative Analysis
Curriculum Implementation
Elementary School Teachers
Faculty Development
High School Teachers
Lesson Plans
Lesson study
Mathematics Instruction
mathematics teacher education
Mathematics Teachers
Middle School Teachers
Outcomes of Education
Pedagogical Content Knowledge
Principals
professional development
professional learning communities
Social Support Groups
Stress Variables
Teacher Attitudes
Teacher Collaboration
Teacher Effectiveness
teacher research
teacher support
Video Technology
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Summary:Lesson Study is a professional development program, which engages teachers in a collaborative and long-term lesson planning process aimed at improving a single or a group of lessons. In the process, teachers may feel that they are offered three different types of support: social, emotional, and instructional. The purpose of this study was to investigate teachers' perceptions of those supports received during Lesson Study. Specifically, this study focuses on teachers' perceptions of the supports they experienced while working in a Lesson Study group, and the extent to which teachers' perceived supports differed when participating in Lesson Study in-person and then via video. Furthermore, perceptions of supports were investigated based on modalities, and whether or not the Lesson Study was single-school based or cross-school based teams. Findings from this study revealed that participants did feel socially, emotionally and instructionally supported during Lesson Study, and felt higher levels of support during in-person Lesson Study, in comparison to a video-based Lesson Study iteration. Additionally, the results suggest that levels of perceived support did not vary based on being single-school-based or cross-school-based Lesson Study.
ISSN:1941-5257
1941-5265
DOI:10.1080/19415257.2019.1634623