Constraints to Changing Pedagogical Practices in Higher Education: An example from Japanese lesson study

Demir, Kadir; Sutton-Brown, Camille; Czerniak, Charlene M.

doi:10.1080/09500693.2011.645514

Cited by 18 publications

(29 citation statements)

References 47 publications

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“…This collaborative approach has similarities to the engagement of new faculty by Koch et al (2002) in using a research oriented approach to creating communities of scholarship. Demir, Sutton-Brown, & Czerniak (2012) found that Lesson Study was less well received by a small number of maths and science faculty who struggled to understand the philosophy of the approach and who also found it difficult to realign their thinking to consider learning from the perspective of the students. Even though the participants found the use of Lesson Study a beneficial experience, Demir et al (2012) believe that it is important to help faculty understand the philosophy behind the approach, as well as securing a greater amount of time for them to engage with the process.…”

Section: Figure 2: a Basic Lesson Study Cyclementioning

confidence: 99%

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

Wood

Cajkler

2017

Journal of Further and Higher Education

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Section: Figure 2: a Basic Lesson Study Cyclementioning

confidence: 99%

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

Wood

Cajkler

2017

Journal of Further and Higher Education

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“…The literature demonstrating the use of Lesson Study within higher education contexts is currently very small; in a recent literature search carried out for this project, only nine academic papers and one book considering Lesson Study within an HE context could be found. The use of Lesson Study within a university/college context is particularly popular within the USA (for example Demir et al, 2012;Dotger, 2011;Alvine et al, 2007), although studies from other countries have also been completed including Denmark (Christiansen et al, 2007), and Australia (Djajadikerta, 2009;. In the majority of cases these studies focus on the development of Lesson Study as a technique for furthering pedagogic understanding of faculty members through professional development, particularly by stressing the collaborative nature of the process.…”

Section: Introductionmentioning

confidence: 99%

A participatory approach to Lesson Study in higher education

Wood

Cajkler

2016

International Journal for Lesson and Learning Studies

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Purpose – This Higher Education Academy funded study explored learning challenges faced by international students early in their post-graduate courses through the use of Participatory Lesson Study (PLS). The paper aims to discuss this issue. Design/methodology/approach – Two approaches to PLS were explored. Students were interviewed after “research lesson seminars” about their learning experiences; before two seminars, groups of students participated in planning meetings to inform preparation of seminar content and activities. Findings – Results suggest that PLS encourages a deep consideration of pedagogy by lecturers. Observation of student learning and post-seminar interviews highlighted the complex nature of the learning that unfolds during seminars. In some cases, student explanation of learning was dissonant with observations. Research limitations/implications – This was a small-scale project which cannot offer generalised implications for practice. However, it should act as a starting point to develop PLS on a larger scale and in other pedagogic contexts. Practical implications – This project led to reassessment of lecturers’ pedagogic assumptions and to development of new approaches. Thematic analysis of pre- and post-seminar student responses highlighted several important issues: variation in approaches to participation in seminars, variable use of technologies to support learning, importance of differentiation for learning and task-types preferred by learners. Originality/value – Results suggest that PLS facilitates the study of learning in higher education and the development of pedagogy, informed by and responsive to the needs of international students. As such, it has the potential to support any tutors working in higher education, whilst having wider, general utility to other groups approaching the development of pedagogy through Lesson Study.

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“…Alternatively, individuals with a baccalaureate in STEM may have come with deeply engrained views about teaching gained from their professional experiences. Many prior studies have shown that scientists and mathematicians traditionally teach through lecture methods and rarely use inquiry methods (e.g., Demir, Sutton‐Brown, & Czerniak, ; Prosser & Trigwell, ; Seymour & Hewitt, ; Sunal, Hodges, Sunal, Whitaker, Freeman, & Edwards, ). Thus, it is also plausible that the OAEL students held these beliefs before entering the program and the short duration of the program was insufficient to influence the beliefs.…”

Section: Limitationsmentioning

confidence: 99%

Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

Mentzer

Czerniak

Duckett

2019

School Sci & Mathematics

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Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast‐track programs include a 6‐month teacher preparation program and a one‐year residency teacher preparation program. The study concluded that licensure type was unassociated with the impact on teaching self‐efficacy, beliefs about teacher‐focused/student‐focused teaching, preferences for inquiry instructional practices, and experiences with student misbehavior. However, the study revealed that licensure type was associated with a number of other variables: residency students had more confidence in their ability to provide quality instruction; preferred inquiry‐based instruction more often; and may be better prepared for the high‐needs classroom. Those in the 6‐month program were more likely to score higher on practical versus theoretical approaches to teaching, and while they had a more realistic idea of how to measure success in the high‐needs classroom, the residency students had more knowledge of educational theory and how to apply it. Findings suggest that more traditionally licensed teachers may be more inclined to use inquiry‐based methods suggested in current reforms.

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Constraints to Changing Pedagogical Practices in Higher Education: An example from Japanese lesson study

Cited by 18 publications

References 47 publications

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

A participatory approach to Lesson Study in higher education

Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

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