Collaborating about What?: An Instructor's Look at Preservice Lesson Study

Autor/in	Parks, Amy Noelle
Titel	Collaborating about What?: An Instructor's Look at Preservice Lesson Study
Quelle	In: Teacher Education Quarterly, 36 (2009) 4, S.81-97 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Cooperation; Cooperative Learning; Faculty Development; Teacher Collaboration; Lesson Plans; Cooperative Planning; Writing (Composition) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Co-operation; Kooperation; Kooperatives Lernen; Lehrerkooperation; Lesson planning; Unterrichtsplanung; Schreibübung
Abstract	Over the last 20 years, collaborative practices in teacher education and professional development have received a great deal of (mostly positive) attention from researchers. More recently, lesson study, a common form of teacher learning in Japan, has been explored as a promising practice in part because it promotes collaboration. Because collaboration has been assumed to lead to good outcomes, there has been little discussion in lesson study literature about the ways that collaboration can hinder learning and educational change. In addition, many discussions of collaboration in the literature on teacher learning have tended to portray the primary problem for teacher educators as one of "increasing opportunities for or improving the practice of collaboration." The purpose of this study is to contribute to this line of work by looking closely at a collaboration in which the participants and the lesson study leader felt members genuinely and equitably participated in the design, teaching and analysis of a lesson. The goal of this article is to consider the challenges that lie ahead for teacher educators after collaboration is achieved. Drawing on Wenger (1998), the author frames collaboration as participation in a community of practice. Wenger described three dimensions that influence the coherence of a community: (1) joint work; (2) mutual engagement; and (3) shared repertoire. In examining the interactions of the preservice teachers in the lesson study group, the author looks at the extent to which the preservice teachers worked together to complete tasks (joint work), built relationships (mutual engagement) and developed a history of stories (shared repertoire). In looking at each of these areas, the author sought to determine whether the preservice teachers comprised a community of practice, or engaged in collaboration. (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10