|Published online: October 22, 2015||$US5.00|
Lesson study is a new area of teacher professional development in the United States. An important component of the lesson study process is the role of the facilitator. The intent of this study was to investigate the role of the facilitator in the lesson study process relative to high school teachers’ perspectives of content knowledge and pedagogical knowledge in addition to their perspectives of the lesson study process. Thirty-six educators from four high schools, located in the Southeast Region of the United States, participated in the study. Some educators were trained as lesson study facilitators in a rigorous, state-level professional development process. The untrained facilitators listened to a presentation from a literacy coach at the school at which they taught. Participants were assigned into groups based on the type of facilitator at each school. Pre-tests and post-tests were used to evaluate the perspectives of lesson study participants (Wright, 2010). The quantitative data analysis of this embedded case study shows mixed outcomes.
|Keywords:||Lesson Study, Facilitator, Professional Development, Content and Pedagogical Knowledge|
Assistant Professor, Tift College of Education, Mercer University, McDonough, Georgia, USA
Associate Professor, Professional and Community Leadership, University of West Florida, Ft. Walton Beach, FL, USA