A Case Study of Teacher Learning in Enacting Maker Pedagogy through Lesson Study

Autor/inn/en	Li, Jiajia; Goei, Sui Lin; Van Joolingen, Wouter R.
Titel	A Case Study of Teacher Learning in Enacting Maker Pedagogy through Lesson Study
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 3, S.240-256 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Jiajia) ORCID (Goei, Sui Lin) ORCID (Van Joolingen, Wouter R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-04-2023-0042
Schlagwörter	STEM Education; Faculty Development; Shared Resources and Services; Elementary School Teachers; Foreign Countries; Educational Practices; Teacher Attitudes; Time Management; Research Skills; Teacher Collaboration; Communities of Practice; Program Implementation; Lesson Plans; China + Suchen Sie Ihr Suchwort? STEM; Gemeinwirtschaft; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Bildungspraxis; Lehrerverhalten; Zeitmanagement; Forschungsleistung; Lehrerkooperation; Community; Lesson planning; Unterrichtsplanung
Abstract	Purpose: This study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers' professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context. Design/methodology/approach: This is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model. Findings: This study revealed that LS participation facilitates teachers' integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified. Research limitations/implications: This was a small-scale study, which may limit the generalizability of the findings. Practical implications: This study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers' PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD. Originality/value: The originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers' PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers' PD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01