Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professional Development

Kamen, Michael; Junk, D.; Marble, Stephen; Cooper, Sandi; Eddy, Colleen M.; Wilkerson, Trena L.; Sawyer, Cameron

doi:10.1007/978-90-481-9941-9_13

Cited by 7 publications

(10 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With the goal of facilitating and examining our own cross-departmental collaboration, we engaged in a lesson study to improve university-level mathematics content and methods courses for future teachers. As Kamen et al . (2011) suggest, we wanted to “walk the talk” as both researchers and teachers of mathematics education.…”

Section: Study Aims and Research Questionsmentioning

confidence: 85%

“…Experiencing lesson study firsthand allowed MTEs, who often facilitate PD for teachers, to examine their own teaching practice. Kamen et al . (2011) described this experience as “walking the talk.” Bridget described the experience of engaging in lesson study after studying it for her dissertation where her main role was as an observer:I've gotten to hear a lot of teachers reflect on lesson study…but doing it myself, that's what we want our students or our teachers to do.…”

Section: Resultsmentioning

confidence: 99%

“…Faculty at a Wisconsin university have sustained lesson studies to address teaching in isolation, provide occasions to converse with colleagues and form a professional knowledge base (Cerbin, 2011; Cerbin and Kopp, 2006; Samaranayake et al , 2018). Others have researched lesson study as a way to connect mathematics educators across different sites (Appelgate et al , 2020; Cooper et al , 2011; Kamen et al , 2011; Soto et al , 2018).…”

Section: Lesson Study Among University Facultymentioning

confidence: 99%

“…This may constrain collaboration among instructors seeking to align goals and smooth pipelines for PSTs. Lesson study, a collaborative and teacher-led vehicle for creating professional communities and improving instruction, may provide a format for uniting faculty across departments (Cooper et al , 2011; Kamen et al , 2011; Watanabe, 2011). Yet institutional-level obstacles, such as lack of time, limited support and resources, misunderstandings about lesson study and small or isolated professional communities, may stifle these collaboration efforts (Cerbin and Kopp, 2006; Yoshida, 2012).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

Druken

Marzocchi

Brye

2020

IJLLS

View full text Add to dashboard Cite

PurposeThis paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: “What did MTEs report as benefits of participating in cross-departmental lesson study?” and “What considerations did MTEs report for stakeholders interested in lesson study?”Design/methodology/approachThis study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study.FindingsEngaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed.Originality/valueThe paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.

show abstract

Section: Study Aims and Research Questionsmentioning

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Lesson Study Among University Facultymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study

Druken

Marzocchi

Brye

2020

IJLLS

View full text Add to dashboard Cite

show abstract

“…These accomplishments might not have been possible without believing in and embracing the power of collaboration. Describing their own lesson study experience, Kamen et al (2011) similarly stated "collaboration was a powerful experience, exceeding expectations and pushing team members to new understandings of their classrooms and themselves as teachers" (p. 173).…”

Section: Discussionmentioning

confidence: 99%

Exploring lesson study in postsecondary education through self-study

Moghaddam

Arnold

Azam

et al. 2020

IJLLS

View full text Add to dashboard Cite

PurposeThe purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

show abstract