Poster #32 - Lesson Study With Open Approach: Mathematics Teachers' Epistemological Shifts

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-5 - New Insights Through Lesson Study: Poster Session

Abstract

This qualitative case study examined how 17 secondary mathematics public-school teachers experienced epistemological shifts after participating in a Lesson Study with Open Approach (LSOA) model of professional development (PD). Teacher reflection entries were analyzed using content analysis, which produced themes of reflection, validation, and epistemological shifts. This shift occurred after teachers reflected about their new teaching practices, which created space to challenge and question their previous beliefs. Their new beliefs were validated when they participated and observed the positive effects of their new teaching strategies. This suggests the process of LSOA offers a robust PD tool leading to changes in instructional beliefs. This information can inform school officials as they determine quality PD tools versus teacher-proof approaches.

Authors

• Clinton Scott Petty, Southern Arkansas University

• Colleen M. Eddy, University of North Texas

• Sarah Smitherman Pratt, Baylor University