Facilitating collaboration between mathematics methods and content faculty through cross-departmental lesson study. Issue 1 (22nd October 2020)

• Record Type: Journal Article
• Authors: Druken, Bridget Kinsella; Marzocchi, Alison S.; Brye, Michelle V.
• Is Part Of: International journal for lesson and learning studies. Volume 10:Issue 1(2021)
• Page Start: 33
• Page End: 46
• Publication Date: 2020-10-22
• Subjects: University lesson study -- Lesson study -- Mathematics teacher educators -- Preservice teachers -- Professional development -- Higher education; Education -- Study and teaching -- Periodicals; Teaching -- Periodicals; Learning -- Periodicals; 370.7105
• DOI: 10.1108/IJLLS-06-2020-0033
• Languages: English
• ISSNs: 2046-8253

Abstract

Abstract : Purpose: This paper reports on experiences of university-level mathematics teacher educators (MTEs) from participating in lesson study to improving mathematics teacher preparation. The authors investigate the questions: "What did MTEs report as benefits of participating in cross-departmental lesson study?" and "What considerations did MTEs report for stakeholders interested in lesson study?" Design/methodology/approach: This study employed qualitative methodologies on one cycle of lesson study where the authors served as lesson study participants. Debrief and focus group interview data were analyzed for emergent codes on benefits, supports and challenges from a university-level lesson study. Findings: Engaging in university-level lesson study provided MTEs firsthand professional development, created community, enabled attention to detail, improved knowledge of issues related to teaching mathematics, improved curricular materials and extended beyond one lesson. Institutional support, a natural evolution of the process, alignment of goals among members and support within the group supported their university-level lesson study. Challenges of time and funding, imposition, misalignment of goals and building trust are discussed. Originality/value: The paper contributes insights about benefits for MTEs who use lesson study to examine their own teaching practice for mathematics teacher preparation. The importance of supports and constraints is highlighted.