Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers' adaptive teaching practices in mainstream secondary education. (February 2020)

• Record Type: Journal Article
• Authors: Schipper, Tijmen M.; van der Lans, Rikkert M.; de Vries, Siebrich; Goei, Sui Lin; van Veen, Klaas
• Is Part Of: Teaching and teacher education. Volume 88(2020)
• Publication Date: 2020-02
• Subjects: Adaptive teaching -- Lesson study -- Classroom observation -- Stimulated recall interviews; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2019.102961
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers' perceptions and behavior. Although intervention group teachers reported various important changes in their perceptions about adaptive teaching and their (adaptive) teaching behavior, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured. Highlights: Lesson Study plays a pivotal role in changing teachers' perceptions about adaptive teaching. Observation and self-report data can reinforce each other yet prove conflicting in other cases. The need for a clear and delineated definition for adaptive teaching remains. Measuring adaptive teaching behavior requires background knowledge of teachers' intentions and knowledge about students.