Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Lampley, Sandra A.; Gardner, Grant E.; Barlow, Amy

doi:10.1080/13562517.2017.1414786

Cited by 12 publications

(19 citation statements)

References 29 publications

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“…For example, Chassels and Melville ( 2009 ) found that preservice teachers had difficulty managing time while putting LS into practice. Lampley et al ( 2018 ) also reported that teachers were too inexperienced in applying LS. Applying LS poses the same challenges as those of STEM lesson planning with LS.…”

Section: Discussionmentioning

confidence: 99%

“…The sixth subquestion investigated how experts thought the LSM affected STEM education. The expert observations indicated that the LSM helped participants plan STEM lessons better, develop 21st-century skills (Skott & Moller, 2017 ), acquire content knowledge (Angelini & Alvarez, 2018 ; Tepylo & Moss, 2011 ), and experience professional development (Chen, 2017 ; Dudley, 2013 ; Lampley et al, 2018 ). Research also shows that LS is instrumental in helping teachers develop 21st-century skills.…”

Section: Discussionmentioning

confidence: 99%

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The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice

Aykan

Yıldırım

2021

Tech Know Learn

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This paper investigated the integration of a Lesson Study Model (LSM) into distance STEM education during the COVID-19 pandemic. The study focused on six dimensions: (1) STEM education in distance learning, (2) Lesson Study (LS), (3) lesson planning processes, (4) challenges of lesson planning, (5) evaluation and assessment methods, and (6) strategies, methods, and techniques. The sample consisted of 24 science teachers recruited using criterion sampling, which is a purposive sampling method. A case study, which is a qualitative research method, was the design of choice. Data were collected through interviews, videotapes, and expert observations. The data were analyzed using inductive content analysis. Themes, categories, and codes were developed in accordance with the research purpose. Participants had positive opinions about the LSM, STEM education, and distance learning. Participants stated that the LSM activities within distance learning contributed to pedagogy and content knowledge in the STEM education process. The challenges faced by participants were unfavorable environmental conditions, time management issues, and a lack of knowledge and experience in lesson planning. Expert observations and videotapes corroborate these results, indicating that the LSM integrated with STEM education results in higher quality STEM lesson planning and teaching. Moreover, distance learning platforms are promising ways to ensure the professional development of teachers during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice

Aykan

Yıldırım

2021

Tech Know Learn

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“…However, Dotger found LS participants' comments reflected "emerging identities" (2011, p. 163), with potential to support group growth. Lampley et al (2018), who included a GA with previous teaching experience as facilitator, found the four GAs modified pedagogical beliefs and knowledge but were unable to actualize them, which authors attributed to the study's short duration and participants' inexperience as teachers. Avoiding this pitfall, Alvine et al (2007) describe an LS group, including a faculty member along with GAs, all of whom had some teaching experience.…”

Section: Lesson Studymentioning

confidence: 99%

“…A promising approach for differentiated professional development is lesson study (LS), which has been utilized mostly in K-12 environments. Some studies have investigated LS in higher education Cajkler, 2016, 2018), demonstrating LS's effectiveness for GAs (Deshler, 2015;Dotger, 2011;Lampley et al, 2018). We wondered, then, about the potential for LS to support IGAs teaching for the first time in a new context.…”

mentioning

confidence: 99%

Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life”

Collet

Peñaflorida

2020

IJLLS

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PurposeThis study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.Design/methodology/approachThe authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.FindingsQualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.Practical implicationsThe findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.Originality/valueThis paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

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“…Sozer, Zeybekoglu and Alayli (2019) discuss the benefits emerging for GTAs from observed micro-teaching activities. Further investigations explore the use of disciplinary peer mentors (Lockwood, Miller and Cromie, 2014;Joyce and Hassenfeldt, 2020), lesson study activities (Deshler, 2015;Lampley, Gardner and Barlow, 2018) and co-teaching experiences (Howlett and Nguyen, 2020).…”

Section: Introductionmentioning

confidence: 99%

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

Dobbins

Adams

Bishop

et al. 2021

Compass

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Peer observation of teaching is a well-established professional development practice and can occur through a range of different activities (e.g., micro-teaching, lesson study, performance reviews, etc.). There is evidence that these various activities are being increasingly used to support Graduate Teaching Assistants (GTAs). This paper reports the findings of a pilot project that implemented equal-status, interdisciplinary and developmental peer observations. As a collaborative project, it was co-designed and evaluated by eight GTAs and an academic developer. Our observation framework involved GTAs’ undertaking the observee and observer roles and retaining five of six identified dimensions of control. The findings show that the observation experiences encouraged both new and experienced GTAs to take a self-reflective and critical stance to their teaching and disciplinary approaches. This confirms the value of GTAs’ experiencing the observer role and their exposure to other disciplinary environments. The post-observation ‘learning conversations’ provided significant opportunities for GTAs to discuss and reflect on their practice contexts and experiences together. This represents an effective example of peer supported learning, which also reduces the sense of isolation that GTAs often experience.

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Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Cited by 12 publications

References 29 publications

The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice

The Integration of a Lesson Study Model into Distance STEM Education during the COVID-19 Pandemic: Teachers’ Views and Practice

Lesson study as transformative learning for international graduate teaching assistants: “It's like we have a second life”

The power of peers in GTA development of practice: evaluation of an equal-status teaching observation project

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