Lesson Study Design Features, Learning Process, and Teacher Learning Outcomes

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 1)

Abstract

Teacher collaboration has been promoted as an effective approach to professional learning. However, we know little about what specific elements or design features of collaborative learning activities promote teacher learning or how the process of professional growth occurs through collaboration. Based on a teacher survey of lesson study—a teacher driven, collaborative process of studying curriculum, teaching and student learning, this study found that facilitators’ focus on student thinking, material quality, and duration of learning activities are significantly associated with an effective learning process, which in turn is associated with perceived changes in knowledge, self-efficacy, and expectation for students.

Authors

• Motoko Akiba, Florida State University

• Aki Murata, University of Florida

• Cassie Howard, Florida State University

• Judith Fabrega, University of Florida

• Gareth Bryan Wilkinson, Florida State University