Teacher Growth Across the Career Spectrum in the Lesson Study With Video Club Professional Development Model

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Professional Learning in the Classroom Across Time and Levels of Experience (Table 18)

Abstract

This mixed-methods study investigates whether a Lesson Study with Video Clubs (LSVC) teacher professional development model supports the perceived growth and development of bilingual practices of teachers across the career spectrum. 57 teachers participating in LSVC Professional Development were surveyed pre- and post-participation. Teachers reported various degrees of growth in their bilingual practices in classrooms and perceived confidence and preparedness to model bilingual practices to preservice teachers. Preliminary results revealed that experienced teachers showed consistent and statistically significant growth over all areas measured. Novice teachers showed more varied pathways of growth. We argue that teachers across the career spectrum, united by specialized context, show differentiated but positive perceived growth, when participating in a year-long LSVC Professional Development model.

Authors

• Yuzhu Xia, Boston Public Schools

• Adria Patthoff, Ventura College

• Liana Balloffet, University of California - Santa Cruz