TY - JOUR
T1 - The development of research supervisors’ pedagogical content knowledge in a lesson study project
AU - Agricola, Bas T.
AU - van der Schaaf, Marieke F.
AU - Prins, Frans J.
AU - van Tartwijk, Jan
N1 - Funding Information:
This research was supported by the Netherlands Organisation for Scientific Research NWO [grant number 023.002.122]. The authors thank the participating teachers and students for their collaboration.
Publisher Copyright:
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/3/15
Y1 - 2022/3/15
N2 - In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students’ learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors’ learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors’ PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.
AB - In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students’ learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors’ learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors’ PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.
KW - Lesson study
KW - research supervision
KW - teacher professional development
KW - teacher-student interaction
KW - undergraduate students
UR - http://www.scopus.com/inward/record.url?scp=85094141910&partnerID=8YFLogxK
U2 - 10.1080/09650792.2020.1832551
DO - 10.1080/09650792.2020.1832551
M3 - Article
AN - SCOPUS:85094141910
SN - 0965-0792
VL - 30
SP - 261
EP - 280
JO - Educational Action Research
JF - Educational Action Research
IS - 2
ER -