The Development of Research Supervisors' Pedagogical Content Knowledge in a Lesson Study Project

Autor/inn/en	Agricola, Bas T.; van der Schaaf, Marieke F.; Prins, Frans J.; van Tartwijk, Jan
Titel	The Development of Research Supervisors' Pedagogical Content Knowledge in a Lesson Study Project
Quelle	In: Educational Action Research, 30 (2022) 2, S.261-280 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agricola, Bas T.) ORCID (van der Schaaf, Marieke F.) ORCID (Prins, Frans J.) ORCID (van Tartwijk, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2020.1832551
Schlagwörter	Student Research; Supervisors; Knowledge Level; Pedagogical Content Knowledge; Faculty Development; Undergraduate Students; Academic Achievement; Questioning Techniques; Feedback (Response); Educational Strategies; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Studentenforschung; Wissensbasis; Pädagogische Kompetenz; Schulleistung; Befragungstechnik; Fragetechnik; Lehrstrategie; Ausland; Niederlande
Abstract	In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors' pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students' learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors' learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors' PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01