A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. (November 2016)

• Record Type: Journal Article
• Authors: Lee Bae, Christine; Hayes, Kathryn N.; Seitz, Jeffery; O'Connor, Dawn; DiStefano, Rachelle
• Is Part Of: Teaching and teacher education. Volume 60(2016)
• Page Start: 164
• Page End: 178
• Publication Date: 2016-11
• Subjects: Lesson study -- Professional learning -- Teacher change -- Middle school -- Science -- Coding; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.08.016
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts. To present examples of the codes in use, a subset of codes related to change in teacher knowledge and beliefs were applied to analyze teachers' professional discourse in three middle school science lesson study teams. Highlights: A coding scheme to document components of teacher professional learning and change. Seven coding categories are presented with indices of the quality of teacher learning. Example findings from middle school science lesson study teams are presented.