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Using design-based research to adjust lesson study with pre-service teacher candidates

Kelly Chandler-Olcott (School of Education, Syracuse University, Syracuse, New York, USA)
Sharon Dotger (School of Education, Syracuse University, Syracuse, New York, USA)
Heather E. Waymouth (West Chester University of Pennsylvania, West Chester, Pennsylvania, USA)
Keith Newvine (The State University of New York College at Cortland, Cortland, New York, USA)
Kathleen A. Hinchman (School of Education, Syracuse University, Syracuse, New York, USA)
Molly C. Lahr (LaFayette Intermediate School, Waterloo Central School District, Waterloo, New York, USA)
Michael T. Crosby (Liverpool High School, Liverpool, New York, USA)
Janine Nieroda (School of Education, Syracuse University, Syracuse, New York, USA)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 12 April 2024

Issue publication date: 7 May 2024

64

Abstract

Purpose

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Design/methodology/approach

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Findings

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

Originality/value

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

Keywords

Citation

Chandler-Olcott, K., Dotger, S., Waymouth, H.E., Newvine, K., Hinchman, K.A., Lahr, M.C., Crosby, M.T. and Nieroda, J. (2024), "Using design-based research to adjust lesson study with pre-service teacher candidates", International Journal for Lesson and Learning Studies, Vol. 13 No. 2, pp. 87-100. https://doi.org/10.1108/IJLLS-04-2023-0039

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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