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

• In Event: Research on Teacher Learning Through Lesson Study

Abstract

While professional development (PD) concentrates on teacher effectiveness, we know little about attending to the motivational needs of teachers during PD. Accordingly, we explored how eight mathematics teachers experienced relatedness when participating in Lesson Study with Open Approach (LSOA). Using semi-structured interviews, journal entries, and the Teamwork Quality Survey, we determined teachers perceived the collaborative nature of LSOA as promoting and reducing perceptions of relatedness. Meaning negotiation, collective solidarity, and positive interpersonal dynamics promoted relatedness, while collective rejection, time, feeling overwhelmed, and contentious interpersonal dynamics reduced relatedness. Based on self-determination theory, teachers are more likely to enact new learning when they satisfy relatedness. These results suggest attending to motivation may help staff developers design more effective forms of LSOA.

Authors

• Clinton Scott Petty, Southern Arkansas University

• Colleen M. Eddy, University of North Texas

• Sarah Smitherman Pratt, Baylor University