Developing Discussion Leaders through Scaffolded Lesson-Study

Autor/inn/en	Kohlmeier, Jada; Saye, John
Titel	Developing Discussion Leaders through Scaffolded Lesson-Study
Quelle	In: Social Studies, 108 (2017) 1, S.22-37 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1237466
Schlagwörter	Faculty Development; Scaffolding (Teaching Technique); Communities of Practice; Teacher Collaboration; Cooperative Planning; Observation; Instructional Design; Group Discussion; Civics; Social Studies; College School Cooperation; Mentors + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Beobachtung; Lesson concept; Lessonplan; Unterrichtsentwurf; Gruppendiskussion; Staatsbürgerkunde; Gemeinschaftskunde
Abstract	In this study we report the findings of a two-year professional development study using scaffolded lesson-study to encourage and support four teachers' desire to use discussion with increased frequency and quality. We joined a collaborative community of practice made up of one university researcher, two classroom teachers, and a political science professor in the first year. In the second year, each initial teacher recruited one mentee from his or her school. The four teachers collaboratively designed discussion materials, observed each other lead the discussions, and then reflected and critiqued the materials. Our article reports evidence that lesson-study positively influenced the quality of the teachers' discussion facilitation, their appreciation for lesson-study as a professional development model, and their adoption of broader cultural principles necessary for independent inquiry-oriented teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01