Effective Lesson Study for All? A Case Study of Experienced Teachers' Learning in Lesson Study

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Building on Research in Lesson Study and Mentor Teacher Study Groups

Abstract

Lesson study (LS) is a practice-based, reflective and collaborative teacher professional learning activity. It’s effective in promoting teachers’ professional knowledge, beliefs, skills and practices. However, most studies reported teachers’ general development in LS at the group level without attention to the individual differences, especially the experienced teachers (ETs) who are believed to have distinct features in professional learning. To fill this research gap, this study examined how the ET learns in LSs by collecting data through audio-recording and interview. Findings showed that when the ET participated the LS demonstrated by the NT, she didn’t develop substantive professional knowledge. Possible reasons for the ineffective learning of ET were discussed and suggestions for strengthening ET’s learning were made.

Author

• Yang Lin, University of Hong Kong