How Mathematics Teachers Experience Competence in the Context of Lesson Study With Open Approach

• In Event: AERA Poster Session 13
  In Poster Session: Lesson Study SIG: Classroom Insights Poster Session

Abstract

Providing professional development (PD) to in-service teachers remains a high priority when attempting to meet school accountability requirements, yet stakeholders often neglect teacher motivation when facilitating PD. As a result, this qualitative case study examined how eight secondary mathematics teachers experienced motivation in the context of Lesson Study with Open Approach (LSOA). Analyzing semi-structured interviews, using thematic analysis, suggested collective validation, pedagogical substantiation, acute feedback, and pedagogical affirmation increased competence while a lack of communication and vulnerability reduced competence. Drawing on self-determination theory, teachers who experience competence when engaged in new learning may exhibit greater commitment when enacting new classroom strategies. Therefore, stakeholders may well increase teacher motivation by attending to these factors when implementing PD associated with LSOA.

Authors

• Clinton Scott Petty, Southern Arkansas University

• Colleen M. Eddy, University of North Texas

• Sarah Smitherman Pratt, Baylor University