Engaging Teacher Candidates in Lesson Study

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

Abstract

This mixed-methods study investigates changes in teacher candidates’ (TCs) self-efficacy as they participate in multiple cycles of lesson study (LS) as a part of their teacher preparation coursework. The researchers also examine how lesson plans change over time and how teacher educators can best facilitate LS to support TCs’ understandings of developing/adapting lessons to meet the needs of pre-kindergarten-5 students. Findings indicate that TCs’ self-efficacy increased. Lesson plans and portfolios revealed that as TCs completed the cycles of LS, they were more likely to focus on revisions to support student understanding, rather than classroom management. Teacher educators should provide organizers, be present at planning sessions, and involve mentor teachers in the collaborations.

Authors

• Marietta Smith Adams, University of Louisiana at Lafayette

• Melissa A. Gallagher, University of Louisiana at Lafayette

• Micah Nicole Bruce-Davis, University of Louisiana at Lafayette