Effects of a Visualization-Based Peer-Feedback Report on Teachers' Technological, Pedagogical, and Content Knowledge Development in Lesson Study

• In Event: 15.061 - MTCC Roundtable Session Two
  In Roundtable Session: 15.061-2 - Advances in Measuring Dimensions of Teachers and Teaching

Abstract

Lesson study provides the opportunity for teachers to explore conflicting ideas and practice self-reflection. Peer feedback is an important method to facilitate the effect of lesson study. However, teachers do not have enough time to review feedback and most of teachers are inexperienced in dealing with statistical analysis, so that they could not get effective suggestions from their peers. Therefore, in this study, a visualization-based peer feedback report has been developed in order to improve the development of teachers’ knowledge. An 8-week quasi-experiment was conducted to verify the performances of the visualization-based report. The results reveal that the visualization-based report could promote the development of sub domains of TPACK, including PCK, TPK and TPACK.

Authors

• Axi Wang, Beijing Normal University

• Shengquan Yu, Beijing Normal University

• Minhong Wang, The University of Hong Kong

• Ling Chen, Beijing Normal University