دورية أكاديمية
Using Design-Based Research to Adjust Lesson Study with Pre-Service Teacher Candidates
| العنوان: | Using Design-Based Research to Adjust Lesson Study with Pre-Service Teacher Candidates |
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| اللغة: | English |
| المؤلفون: | Kelly Chandler-Olcott (ORCID |
| المصدر: | International Journal for Lesson and Learning Studies. 2024 13(2):87-100. |
| الإتاحة: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Research Design, Content Analysis, Units of Study, Literacy Education, Reflection, Teaching Methods, Educational Change, Instructional Design, Communities of Practice |
| DOI: | 10.1108/IJLLS-04-2023-0039 |
| تدمد: | 2046-8253 |
| مستخلص: | Purpose: This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course. Design/methodology/approach: Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers' written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators' analysis sessions and pre-service teachers' post-program interviews. Data were analyzed within and across iterations. Findings: Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers' attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives. Originality/value: This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study's applicability across content areas. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1423334 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 2046-8253 |
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| DOI: | 10.1108/IJLLS-04-2023-0039 |