Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Howell, J. B.; Saye, John W.

doi:10.1016/j.jssr.2015.03.001

Cited by 33 publications

(25 citation statements)

References 34 publications

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“…The model also increased the skills of working in collaboration and improved participants' ability to generate ideas. Similarly, different studies indicate that the lesson study model improved the professional development and cooperative working skills such as training awareness, planning course content, developing classroom management skills, deepening the knowledge of different subjects, working in cooperation, and the self-efficacy perceptions and self-confidence (Bayram &Bıkmaz, 2018;Budak et al, 2011;Bütün, 2015;Dağ-Akbaba & Temur-Doğan, 2018;Güner & Akyüz, 2017;Howell & Saye, 2016). Bilge & Dede (2020) has recently conducted a study and presented the advantaged of the model under three sub-categories: learning/teaching topics/concepts, cooperation and professional development.…”

Section: Discussionmentioning

confidence: 99%

“…These results match with the findings of the previous national or international studies. For instance, different studies (Bayram & Bıkmaz, 2018;Bilge & Dede, 2020;Bozkuş et al, 2017;Bozkurt & Yetkin Özdemir, 2016;Budak et al, 2011;Bütün, 2015;Boran & Tarım, 2016;Dağ-Akbaba & Temur-Doğan, 2018;Güner & Akyüz, 2017;Howell & Saye, 2016;Müldür & Çevik, 2020;Ono & Ferreira, 2010) indicated that lesson study model was timeconsuming and that the model increased the burden of group members in the planning phase, which is a result resembling to the findings of the present study. The failure of understanding the model in the early periods of the process matches the results of the study by Bayram and Bıkmaz (2018) who observed that participants did not know what to do in the initial stages and that they were quite anxious.…”

Section: Discussionmentioning

confidence: 99%

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A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

Çevi̇k¹,

Müldür²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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This study aimed to reveal certain people's perceptions and experiences regarding the lesson study model conducted within the Teaching Practice course under the program of Turkish Teaching at a state university in Turkey. The design of this research was determined to be a case study. The study group consisted of an instructor, practice teacher and three pre-service teachers. Data were collected through observation, interviews or documents, and assessed through analyses. At the end of the study, three categories as positive experiences, issues and contributions emerged. The results indicated that participants had positive experiences in terms of preparing and implementing a course plan for the reading skills, classroom management, communication between the group members, and doing research. Moreover, as understood from the results, micro-teaching practices conducted by the pre-service teachers during their undergraduate program consolidated the characteristics of the lesson study process, and pre-service teachers felt satisfied based on the course plan they prepared and implemented, on the participant of secondary-school students to courses, and on the positive feedback of instructor and practice teacher. The issues were found to be related to the model and negative feelings; these issues were specifically associated with finding sources for the reading activities or preparing course plans for different classes. Moreover, modelrelated issues such as the obligation of group work in the model and greater responsibility of the person instructing the class were experienced. Pre-service teachers were found to experience certain feelings in this process such as anxiety or excitement. In conclusion, lesson study model contributed to the teaching skills and the cooperation in the classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

Çevi̇k¹,

Müldür²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…Lewis (2009) concluded that research lesson study at Komae and other schools in Japan and North America has resulted in improvement of teachers' pedagogical content knowledge, increased collegiality among teachers, and development of teachers' personal attributes. Howell & Saye (2016) found that lesson study fosters shared knowledge of teaching and a professional culture. Lieberman (2009) concluded that lesson study breaks the norms of individualism, presentism, and conservatism typical of traditional school cultures.…”

Section: Lesson Studymentioning

confidence: 99%

Expanding Our Horizons: Alternative Approaches to Practitioner Research

Gordon

2016

JPR

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Many who write about and engage in practitioner research view it as a single concept that calls for the PK-12 educator to follow a distinct set of principles and carry out a particular set of procedures. In fact, there are a variety of types of practitioner inquiry, with different purposes, principles, and processes. My purpose in this article is to describe five different types of research, all of which are viable options for practitioner inquiry, with the most appropriate model for an individual, group, or school depending on organizational context, educational needs, and practitioner preference. Along the way, I will provide realworld examples of each type of research. Many of the examples will come from my own work with practitioners, others from the literature. Since my purpose is to provide an overview of each type of research as its developers intended it to be used, I have chosen successful research for my examples. I will focus primarily on distinct approaches to practitioner inquiry based on each approach's purpose; however in the examples I give of practitioners using the various approaches I will include illustrations of research being carried out by teachers, leaders, and teachers and leaders together; with and without outside facilitators; and at the classroom, small-group, and whole-school level. Pragmatic Research Pragmatic practitioner research is not identified as such merely because is practical (as all practitioner research should be), but rather because it is based on the educational philosophy of pragmatism as espoused by Peirce, James, and especially Dewey (Hammond, 2013; Stark, 2014). The dual purpose of pragmatic practitioner research is to solve a concrete problem and to develop new knowledge through the problem-solving process that will improve future practice. A problem is defined as an individual or group experiencing dissonance between the desired situation and reality (Demetrion, 2000). In pragmatic research the individual or group identifies a problem and acts on the problem by gathering data, reflecting on that data, hypothesizing a solution, testing the solution, gathering data on the effects of the improvement effort, and making necessary adjustments. Consistent with Dewey's philosophy, pragmatic action research connects action and reflection throughout the research cycle. Dewey argued that authentic experimentation, reflection, and knowledge creation require a democratic environment, and research on pragmatic practitioner inquiry has borne this out: schools with democratic leadership have been more successful in their efforts at pragmatic research than those with authoritarian leadership (Gordon, Stiegelbauer, & Diehl, 2008). Pragmatic practitioner research also embraces the pragmatist belief that one's environment is constantly changing and thus problem solving and the generation of new knowledge must be continuous; in schools that fully embrace pragmatic action research, it is ongoing, with new cycles of action research initiated to address new problems. Pragmatic practitione...

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“…According to Estrada (2005) these effective classroom practices encapsulate joint productive activities, cognitive complexity, contextualization, and cross-disciplinary understandings. Howell and Saye (2016) posit that a resolution is needed for existing PD opportunities for teachers. Research has asserted that PDs for social studies teachers should effectively promote teacher learning, socialization, and change, while fostering a culture of shared professional teaching knowledge.…”

Section: Why Is Pd a Necessity For In-service Teachers?mentioning

confidence: 99%

“…The impact of social studies PDs may be viewed through the "lens of opportunity" (Pullin & Haertel, 2008) to provide teachers with collaborative dialogues about planning and implementation of lessons for specific classrooms. According to Howell and Saye (2016) "providing opportunities for teachers to encounter, interpret, and integrate research-based knowledge…and practices" can impact teaching experience on pedagogy as applied to social studies.…”

Section: How Should An Effective Social Studies Classroom Look?mentioning

confidence: 99%

An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

Thomas-Brown

Shaffer

Werner

2016

Journal of Education and Training Studies

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This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used theory of instruction, theory of teacher change, and constructivist learning as the primary pedagogy pivot. A mixed methods approach was utilized for data collection in the forms of surveys, questionnaires, observations, pre/posttests, and focus groups. Results support the use of intensive, sustained, and content-specific PD to improve teacher content knowledge, pedagogy, and for the development of skills and strategies when teaching social studies. In addition, the formation of a Collaborative Community of Professional Teachers (CCPT) evolved as teachers examined, theorized, and reported on their perceptions of how the project impacted their social studies classroom practices.

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Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Cited by 33 publications

References 34 publications

A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

A model trial for the “Teaching Practice” course within Turkish teaching programs: Lesson study

Expanding Our Horizons: Alternative Approaches to Practitioner Research

An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

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