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Exploring lesson study in postsecondary education through self-study

Alireza Moghaddam (Memorial University of Newfoundland, St. John’s, Canada)
Christine Arnold (Memorial University of Newfoundland, St. John’s, Canada)
Saiqa Azam (Memorial University of Newfoundland, St. John’s, Canada)
Karen Goodnough (Memorial University of Newfoundland, St. John’s, Canada)
Kimberly Maich (Memorial University of Newfoundland, St. John’s, Canada)
Sharon Penney (Memorial University of Newfoundland, St. John’s, Canada)
Gabrielle Young (Memorial University of Newfoundland, St. John’s, Canada)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 4 August 2020

Issue publication date: 17 October 2020

210

Abstract

Purpose

The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.

Design/methodology/approach

This study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.

Findings

Challenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.

Originality/value

While lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.

Keywords

Acknowledgements

Funding: This research received a Research and Development Grant from the Faculty of Education at Memorial University of Newfoundland 20180397.

Citation

Moghaddam, A., Arnold, C., Azam, S., Goodnough, K., Maich, K., Penney, S. and Young, G. (2020), "Exploring lesson study in postsecondary education through self-study", International Journal for Lesson and Learning Studies, Vol. 9 No. 4, pp. 367-381. https://doi.org/10.1108/IJLLS-05-2020-0025

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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