Dissertation/Thesis Abstract

Teacher Learning through the Dialogic Space of a Lesson Study Cycle
by Hiles, Jessica Beblo, Ph.D., University of Pittsburgh, 2018, 156; 13872031
Abstract (Summary)

Lesson study is a Japanese practice where teachers conduct a systematic inquiry into their pedagogical practice by closely examining a lesson and its delivery. Lesson study in the U.S. has become a more generalized term for similar collaborative cycles that vary greatly, based on their context. Professional development modalities in the U.S. can be one-dimensional and lack sustainability without ongoing support. There is a need for professional development that nurtures teacher learning, reflection and growth in an ongoing, authentic and supportive environment. This study will explore teacher dialogue and reflection, and any resulting learning and growth, during a lesson study cycle, interpreted from a Japanese lesson study framework.

The study will focus on the dialogue during the lesson debriefs through an analysis of the comments - their depth of reflection, their role in the conversation (i.e., building, providing evidence, questioning, challenging or supporting) and their contribution as a dialogic or supportive move. Participant post-study reflections will also be analyzed for their depth of reflection. Teacher observation notes will be analyzed for observed mathematical practices. An analysis of the data through qualitative and quantitative lenses will attempt to determine if the dialogic space of a community of practice engaged in lesson study can be an effective forum for encouraging and generating teacher reflection and growth. Of particular interest in this study, is how professional dialogue influences each participant’s reflective insights on their own practice and contributes to the development of a collective knowledge base.

Indexing (document details)
Advisor: Crawford, Patricia
Commitee: Crawford, Patricia, Garman, Noreen, Longo, R. Gerard, Tananis, Cynthia
School: University of Pittsburgh
Department: Administrative and Policy Studies
School Location: United States -- Pennsylvania
Source: DAI-A 80/08(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Adult education, Teacher education, Continuing education
Keywords: Community of practice, Lesson study, Teacher reflection
Publication Number: 13872031
ISBN: 9781392042533
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest