Lesson Study: professional development (PD) for beginning and experienced teachers

Ferdinand G.M. Coenders (Corresponding Author), Neeltje Cornelia Verhoef

Research output: Contribution to journalArticleAcademicpeer-review

11 Citations (Scopus)
1268 Downloads (Pure)

Abstract

Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.
Original languageEnglish
Pages (from-to)217-230
Number of pages14
JournalProfessional development in education
Volume45
Issue number2
Early online date29 Jan 2018
DOIs
Publication statusPublished - Feb 2019

Fingerprint

teacher
learning
recording
chemistry
student
Teaching
interview
school
experience

Keywords

  • UT-Hybrid-D
  • Ultrathin films

Cite this

@article{532add6d54a342d9bf7346a798dc189c,
title = "Lesson Study: professional development (PD) for beginning and experienced teachers",
abstract = "Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.",
keywords = "UT-Hybrid-D, Ultrathin films",
author = "Coenders, {Ferdinand G.M.} and Verhoef, {Neeltje Cornelia}",
note = "Taylor & Francis deal",
year = "2019",
month = "2",
doi = "10.1080/19415257.2018.1430050",
language = "English",
volume = "45",
pages = "217--230",
journal = "Professional development in education",
issn = "1941-5257",
publisher = "Routledge",
number = "2",

}

Lesson Study : professional development (PD) for beginning and experienced teachers. / Coenders, Ferdinand G.M. (Corresponding Author); Verhoef, Neeltje Cornelia.

In: Professional development in education, Vol. 45, No. 2, 02.2019, p. 217-230.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Lesson Study

T2 - professional development (PD) for beginning and experienced teachers

AU - Coenders, Ferdinand G.M.

AU - Verhoef, Neeltje Cornelia

N1 - Taylor & Francis deal

PY - 2019/2

Y1 - 2019/2

N2 - Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.

AB - Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers’ PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.

KW - UT-Hybrid-D

KW - Ultrathin films

U2 - 10.1080/19415257.2018.1430050

DO - 10.1080/19415257.2018.1430050

M3 - Article

VL - 45

SP - 217

EP - 230

JO - Professional development in education

JF - Professional development in education

SN - 1941-5257

IS - 2

ER -