Teachers’ Perception of Professional Growth through Lesson Study

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Dr. Irina Falls, Associate Professor, School of Education (Creator)
The University of North Carolina at Pembroke (UNCP )
Web Site: http://www.uncp.edu/academics/library

Abstract: This mixed methods study describes the use of Japanese Lesson Study as a professional development (PD) model aimed at aiding ELA, science, and math teachers to use discipline literacy in middle level (ages 13-15) classrooms using mobile technologies (iPads). Pre and post survey data as well as semi-structured interviews investigated teachers’ knowledge, practices, and reflections. The results demonstrated that the collaborative nature of Japanese Lesson Study with a focus on student achievement was effective in significantly changing teachers’ knowledge and practices in using discipline literacy and in using technology.

Additional Information

UNCP Research and Creativity Showcase
Language: English
Date: 2017
Teachers, Perception, Professional Growth, Mixed Methods Study, Japanese Lesson Study, Discipline Literacy, Mobile Technologies, Faculty Research, Poster Presentations, University of North Carolina at Pembroke

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