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

Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby, Janine Nieroda

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)87-100
Number of pages14
JournalInternational Journal for Lesson and Learning Studies
Volume13
Issue number2
DOIs
StatePublished - May 7 2024

Keywords

  • Design-based research
  • Disciplinary literacy
  • Formative experiment
  • Lesson study
  • Pre-service teacher
  • Teacher education

ASJC Scopus subject areas

  • Education

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