Hiles, Jessica Beblo
(2019)
Teacher Learning Through the Dialogic Space of a Lesson Study Cycle.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
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.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
| Title | Member | Email Address | Pitt Username | ORCID |
|---|
| Committee CoChair | Tananis, Cynthia | | | | | Committee CoChair | Garman, Noreen | | | | | Committee Member | Longo, R. Gerard | | | | | Committee Member | Crawford, Patricia | | | |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/35943 |
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