Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Amber E. Benedict; Jessica Williams; Mary T. Brownell; Lindsey Chapman; Alexandria Sweers; Hyojong Sohn

doi:10.1016/j.tate.2022.103951

Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Amber E. Benedict, Jessica Williams, Mary T. Brownell, Lindsey Chapman, Alexandria Sweers, Hyojong Sohn

Teacher Preparation, Division of

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

In this systematic review, we synthesize the findings of 13 studies identifying sources of knowledge within Lesson Study professional development (LSPD) and examine influences of knowledge sources on teachers’ content knowledge, understanding of students, and changes in pedagogical practices. Finally, we consider the implications of our findings for design of and future research on LSPD. We find that the literature base for LS is extensive, however, there are few studies that meet criteria for high-quality research. All studies reviewed reported a positive impact of LS and included a wide variety of LS structures and knowledge sources.

Original language	English (US)
Article number	103951
Journal	Teaching and Teacher Education
Volume	122
DOIs	https://doi.org/10.1016/j.tate.2022.103951
State	Published - Feb 2023

Keywords

Collaboration
Esson study
Teacher development
Teacher knowledge
Teacher practice

ASJC Scopus subject areas

Education

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10.1016/j.tate.2022.103951

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abstract = "In this systematic review, we synthesize the findings of 13 studies identifying sources of knowledge within Lesson Study professional development (LSPD) and examine influences of knowledge sources on teachers{\textquoteright} content knowledge, understanding of students, and changes in pedagogical practices. Finally, we consider the implications of our findings for design of and future research on LSPD. We find that the literature base for LS is extensive, however, there are few studies that meet criteria for high-quality research. All studies reviewed reported a positive impact of LS and included a wide variety of LS structures and knowledge sources.",

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AU - Benedict, Amber E.

AU - Williams, Jessica

AU - Brownell, Mary T.

AU - Chapman, Lindsey

AU - Sweers, Alexandria

AU - Sohn, Hyojong

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AB - In this systematic review, we synthesize the findings of 13 studies identifying sources of knowledge within Lesson Study professional development (LSPD) and examine influences of knowledge sources on teachers’ content knowledge, understanding of students, and changes in pedagogical practices. Finally, we consider the implications of our findings for design of and future research on LSPD. We find that the literature base for LS is extensive, however, there are few studies that meet criteria for high-quality research. All studies reviewed reported a positive impact of LS and included a wide variety of LS structures and knowledge sources.

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KW - Esson study

KW - Teacher development

KW - Teacher knowledge

KW - Teacher practice

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Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Abstract

Keywords

ASJC Scopus subject areas

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