Lesson Study for Professional Development of Teachers to Integrate Moral Education Within Middle School History

Session Type: Symposium

Abstract

This symposium discusses the application Lesson Study as the mode of professional development preparing 17 teacher leaders drawn from each middle school of an urban district to integrate moral education within history lessons. This project stems from successful application of social cognitive domain theory for moral education within this district. The first paper presents the premises of Lesson Study, the teacher preparation process and research design. The second presentation is a case study with the 7th grade Lesson Study team employing video clips illustrating processes of teacher development and lesson enactment. The third paper presents the formal analysis of outcomes across groups including teacher planning, lesson enactment, and lesson refinement as well as measures of student development and teacher self-efficacy.

Sub Unit

• SIG-Moral Development and Education

Chair

• Larry P. Nucci, University of California

Papers

• Using Lesson Study for Teacher Professional Development for Moral Education: Project Structure, Goals, and Assumptions - Larry P. Nucci, University of California; Aki Murata, University of Florida

• Teacher Lesson Study for Integrating Moral Education Within Seventh-Grade History: A Case Study - Robyn Gee, University of California - Berkeley; Allegra Midgette, University of California - Berkeley

• Lesson Study for Moral Education in Middle School History: Teacher and Student Outcomes - Deborah Powers, University of California - Berkeley

Discussant

• Wiel M. Veugelers, University of Humanistic Studies Utrecht