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The impact of Lesson Study on teacher attitude and beliefs as a form of professional development

Maria DeLucia, University of Nebraska - Lincoln

Abstract

This qualitative research analyzed a series of three interviews from each of six purposefully selected mathematics teachers who participated in a Lesson Study project, under the auspices of Middlesex County College, in New Jersey. Additionally, direct observations of professional practices and researcher reflections were factored into the analyses. The three cohorts were two teachers from the elementary grades, middles-level grades, and high school grades, and they worked together for a period of four-months; engaging in professional collaboration, self-reflection, sharing of content knowledge, crafting specific lessons around self-selected concepts, peer observation, and critically discussing how to further enhance student learning. ^ The conclusions were that: Lesson Study allowed for creating a strikingly positive experience in professional development, with all participants citing the benefits to being involved with the activities of topic selection, location selection for study, and freedom to engage in critical commentary. Also it was determined that Lesson Study would be a desirable and sustainable means for meaningful professional development, but there was the caveat of needing to convince school administrators of its value when the cost factor was recognized. Finally it was stated that despite the inherent cost for implementing Lesson Study, to not consider it as a viable means for furthering teachers' professional development, especially mathematics teacher, was imprudent and fiscal irresponsible. ^

Subject Area

Education, Administration|Education, Teacher Training

Recommended Citation

DeLucia, Maria, "The impact of Lesson Study on teacher attitude and beliefs as a form of professional development" (2007). ETD collection for University of Nebraska - Lincoln. AAI3243746.
http://digitalcommons.unl.edu/dissertations/AAI3243746

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