Using Lesson Study to Facilitate Preservice Special Education Teachers' Knowledge and Use of Evidence-Based Practices

• In Event: Poster Session 13
  In Poster Session: Special Education: Evidence-Based Practices

Abstract

This mixed-methods study evaluated the effectiveness of pairing lesson study procedures with high-quality content modules in a preservice special education teacher methods course to address this research to practice gap. Using both qualitative and quantitative data sources, the impact of pairing lesson study with content modules on preservice special education teachers’ knowledge and use of evidence-base practices as well as perceptions of the lesson study process were evaluated. Results indicate that preservice teachers as well as university supervisors and cooperating teachers had positive perceptions of the process and preservice teachers gained knowledge and confidence in implementing evidence-based practices.

Authors

• Carly A. Roberts, University of Washington

• Amber Elizabeth Benedict, University of Florida