Examining the Connections Between Collective Teacher Efficacy and Lesson Study

• In Event: Lesson Study for Improved Teacher Development

Abstract

This qualitative case study explores how enabling conditions for Collective Teacher Efficacy (CTE) are integrated into the Lesson Study cycle at an elementary school in Northern California. CTE, the belief that collective teacher efforts positively impact student achievement, is linked to better educational outcomes (Eells, 2011; Hattie, 2015). Key enabling conditions for CTE are Empowered Teachers, Embedded Reflective Practices, Cohesive Teacher Knowledge, Goal Consensus, and Supportive Leadership (Donohoo et al., 2020). Data include observations of one Lesson Study cycle and interviews with participating teachers. Findings reveal how these conditions are operationalized within Lesson Study and their effects on teaching practices and student performance, providing implications for schools implementing similar professional development models.

Author

• Meghan Smith Durkin, Stanford University