Exploring lesson study in postsecondary education through self-study

Abstract

PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

Establishing a lesson study collaboration matrix

“…, 2020; Hall, 2013; Ylonen and Norwich, 2013). One insecure code; also shows that LS teams can be cooperating, but not working in true collaboration (Mynott and Zimmatore, 2021; Moghaddam et al. , 2020).…”

“…Often the safe space needed for professional discussion has not been established (very secure code), leading to participants not feeling confident in expressing their views (Mynott and Zimmatore, 2021;Quaresma, 2020;Mynott, 2019;Robutti et al, 2016) and that group dynamics, in the form of power imbalances, hinder group learning (Moghaddam et al, 2020;Skott and Møller, 2017;Cajkler and Wood, 2015;Dudley, 2013;Hall, 2013). Therefore, the failure to create a safe, equitable learning environment can cause dysfunction.…”

“…Other secure codes include; LS cycles which are overly structured (Mynott and Zimmatore, 2021;Aas, 2020;Faerøyvik Karlsen and Helgevold, 2019), which do not fully comprehend LS processes before starting (Mynott and Zimmatore, 2021;Mynott, 2019;Samaranayake et al, 2018;Hall, 2013), and where collaboration is not structured due to a lack of time and/or leadership (Mynott and Zimmatore, 2021;Lewanowski-Breen et al, 2020;Hall, 2013;Ylonen and Norwich, 2013). One insecure code; also shows that LS teams can be cooperating, but not working in true collaboration (Mynott and Zimmatore, 2021;Moghaddam et al, 2020). Therefore, on a meta level, collaborative inertia within limited learning LS cycles can manifest as structural barriers or a lack of clear LS aims.…”

Deepening class insight through participatory lesson study: An experience with students specializing in school psychology

“…Research suggests that Lesson Study encourages practical knowledge reconstruction and new attitudes in teachers (Dudley, 2014; Peña et al, 2015; Peña Trapero & Pérez Gómez, 2019; Peña‐Trapero & Pérez‐Gómez, 2017; Rodríguez Robles & Soto Gómez, 2020); furthermore, provides evidence of the potential of cognitive conflict for change in teachers (Calleja & Formosa, 2020), also noting improvements in teachers' knowledge, perspectives, and practice (Karabuğa & Ilin, 2019) and identifying higher level reflection, more specific and deep, characterized by greater awareness of students' perspectives (Fen et al, 2017). There is a large body of research specifically centered on higher education teaching, mainly in teacher education programs, for reflection and teaching practice improvement (Hevia Artime et al, 2019; Moghaddam et al, 2020), although studies have also examined groups of university teachers belonging to other programs (del Río Fernández, 2021).…”