Playing on two courts: Factors that facilitate and constrain teacher learning in a lesson study group
Item
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Title
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Playing on two courts: Factors that facilitate and constrain teacher learning in a lesson study group
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Identifier
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d_2009_2013:e3bce4f7b676:10324
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identifier
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10197
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Creator
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Rufo-Tepper, Rebecca,
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Contributor
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Nicholas Michelli
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Teacher education | Curriculum development | change in urban schools | lesson study | professional development | school reform | teacher learning
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Abstract
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This purpose of this study was to explore the question "What are the factors that facilitate and constrain teacher learning in a lesson study group?" through an ethnographic case study of five teachers involved in a lesson study group at a Manhattan middle school. This study had two specific goals: (1) To contribute to existing theories on how and why lesson study leads to a sense of instructional improvement and (2) To examine the larger institutional and personal factors that may contribute to or present obstacles to instructional change.;Data was collected over the course of two school years, and consisted of observation notes from lesson study meetings; observation notes of teachers in their classrooms; field notes; interviews with participants and school leaders; a variety of documents, including artifacts from the lesson study group, emails, student work, and memos; audio recordings of lesson study meetings and interviews, which were transcribed, and a pre-lesson study questionnaire and survey.;In order to examine the factors inside and outside of the lesson study group that affected the learning of the participants, data was coded based on factors that facilitated a sense of growth and factors that constrained a sense of growth. A framework for data analysis emerged out of the data and consisted of four main elements: structural features of lesson study, foundational features of the school and larger system of schooling, experiences within lesson study, and teacher characteristics.;Analysis suggested that lesson study can create a sense of growth in teaching practice, yet lesson study in itself does not always lead to instructional change. It appears that teacher characteristics, structural and experiential features of lesson study, foundational features within the school, and larger institutional factors both facilitate and present obstacles to change in teaching practice. Findings indicated that though teachers may feel a sense of growth in their practice, they still may not change their instruction or curriculum. The implication from these findings is that lesson study alone -- at least for a short period of implementation -- is unlikely to create long term change in instruction.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
