The Dynamic Between Enactment and Reflection During Lesson Study and Its Impact on Teachers' Learning

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 2)

Abstract

Purpose. Lesson study in China is similar to Japanese lesson study structurally
(Lewis, 2016), yet it differs regarding the necessity of repeated teaching and
knowledgeable others’ input (Huang & Han, 2015). Deeply rooted in Chinese culture
(Chen, 2017), Chinese teachers’ learning through lesson study emphasizes the unity
of knowing and doing, and practical reasoning in deliberative practice. This study
examined the dynamic between enactments and debriefs during Chinese lesson study
and its impact on teachers’ learning.
Theoretical framework. A deliberative practice perspective (Ericsson et al., 1993) is
utilized to examine the process of lesson study. Ericsson and colleagues (1993)
defined deliberate practice as special activities developed for and repeatedly pursued
by individuals with feedback from experts. Engagement in deliberate practice means
that one is given a task with a well-defined goal, motivated to improve, and provided
with feedback and ample opportunities for repetition, resulting in gradual refinements
in performance. To examine the features of debriefings, a modified version of
Toulmin’s (1958) model of argumentation developed by Metaxas, Potari and
Zachariades (2016) was used.
Methods. A LS took place in a school system in a mid-size city in a south-eastern
state in the USA. The LS group included three first grade teachers from three schools
in the school system. Multiple data sets surrounding three cycles of lesson study on
teaching comparison subtraction were collected, which included lesson plans,
videotaped research lesson and debriefs, and post-lesson study reflection reports. Major changes across the enacted research lessons were observed from the videos of the lessons.
Meanwhile, videotaped debriefs were analysed based on the simplified Toulmin’s
(1958) model to determine how these pedagogical decisions are made. The
reflection essays were analyzed to feature teachers’ perception of the LS process and
their learning.
Results. Data analysis revealed that the research lesson had improved in many
aspects including activating relevant knowledge, building a connection between
modelling, using a diagram, and symbolic equations, and sequencing the tasks. It
indicated that both experts and teachers collaboratively made contributions to
improving the lesson, and experts mainly focused on implementing learning
trajectory and sequencing tasks, while the teachers focused on students’ learning
readiness and formative assessment. Each teacher expressed enthusiasm for the LS
process and product as illustrated by Ms. Schultz, “I was proud of our work on the
compare lessons and enjoyed learning and participating in watching these lessons
change, evolve, and enhance the learning of the children involved in this project.”
The teachers perceived their teaching skills and knowledge of content, pedagogy,
and student thinking increased.
Significance. This study uncovers the mechanism of lesson study as a deliberate
practice which emphasizes the necessity of repeated teaching and immediate
knowledgeable others’ input. It also highlights the unique impact of the dynamic between enactments and reflection on teachers’ learning through lesson study.

Authors

• Rongjin Huang, Middle Tennessee State University

• Dovie L. Kimmins, Middle Tennessee State University

• Jeremy Winters, Middle Tennessee State University