Link to the University of Pittsburgh Homepage
Link to the University Library System Homepage Link to the Contact Us Form

Teacher Learning Through the Dialogic Space of a Lesson Study Cycle

Hiles, Jessica Beblo (2019) Teacher Learning Through the Dialogic Space of a Lesson Study Cycle. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

Download (818kB) | Preview


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.


Social Networking:
Share |


Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Hiles, Jessica Beblobebloj@gmail.comjrb1140000-0002-1510-9522
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee CoChairTananis, Cynthia
Committee CoChairGarman, Noreen
Committee MemberLongo, R. Gerard
Committee MemberCrawford, Patricia
Date: 30 January 2019
Date Type: Publication
Defense Date: 20 November 2018
Approval Date: 30 January 2019
Submission Date: 29 January 2019
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 155
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: lesson study, community of practice, reflection through dialogue
Date Deposited: 30 Jan 2019 23:09
Last Modified: 30 Jan 2019 23:09


Monthly Views for the past 3 years

Plum Analytics

Actions (login required)

View Item View Item