Examining Our Teaching Practices Through Lesson Study: What Teacher Educators Learned About Negotiating Power Relationships

• In Event: 31.048 - Professional Development Approaches for Student Achievement

Abstract

The purpose of our research was to experience and examine the Lesson Study (LS) Process as instructors in a teacher preparation program before implementing LS with teacher candidates. Our research focused on how university faculty collaborate to develop a common lesson to solve a problem of practice. We used a naturalistic, qualitative design for the study and examined the transcripts and video recordings of our LS planning sessions through the lens of group dynamics and power relationships. We sought to explore how we as teacher educators can be mindful and proactive about creating more just power relationships in the LS process.

Authors

• Susan D. Lenski, Portland State University

• Gayle Y. Thieman, Portland State University

• Anita Bright, Portland State University

• Bernd Richard Ferner, Portland State University

• Nicole Rigleman, Portland State Univeristy