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

• In Event: Innovative Approaches to Lesson Study With Teachers Across Diverse Contexts

Abstract

This study explored the social and environmental factors that shape perceived feelings of autonomy during a lesson study professional development for eight secondary mathematics teachers. Researchers used semi-structured interviews and field notes to collect information after participants completed a two-year algebra professional development. Thematic analysis indicated that growth preference, volunteer participation, and ownership served as factors that contributed to increased perceptions of autonomy. Self-determination theory suggests that satisfying the psychological need of autonomy is critical to promoting motivated individuals in workplace settings. These results may guide PD facilitators as they engage teachers in lesson study designed to increase both content and pedagogical knowledge.

Authors

• Clinton Scott Petty, Southern Arkansas University

• Colleen M. Eddy, University of North Texas

• Sarah Smitherman Pratt, Baylor University