Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

Abstract

Lesson study has received significant attention as an effective model of professional development (PD) among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may be necessary for lesson study participation or the impact of participation on teachers’ motivations or attitudes. Such findings are relevant considering the national voluntary context of teachers’ participation in PD in Ireland. This research aims to address a dearth in the literature by investigating the relationships between teachers’ attitudes towards self-development, mathematics teaching self-efficacy, and participation in lesson study. Post-primary mathematics teachers (N=64), encompassing various levels of participation in lesson study, completed a survey using a set of pre-validated scales. Findings indicate teachers’ perceived self-efficacy for teaching mathematics as a significant predictor of their engagement with lesson study. Furthermore, the research finds that teachers’ knowledge about lesson study impacts the likelihood of their participation in this form of PD. These findings build upon previous knowledge in this field and demonstrate the significance of teaching self-efficacy as a presage variable for developing a positive disposition towards lesson study. The paper discusses the implications of these findings considering relevant policy on teacher learning in Ireland.