This mixed-method comparative study examined lesson study in Japan as the original model, and interpretation and adaption of lesson study as an emerging new model of teacher professional development in Florida, the United States. The study found that lesson study has been interpreted through the lens of organizational structures and routines of teacher professional development in Florida and the U.S. in general, and the model was adapted to fit into the existing organizational contexts.
Join a discussion about making, understanding, and measuring the impacts of practicum-based teacher professional development models, and aspects of policy and context that mediate these impacts.
Professional development projects aim to improve student learning by directly impacting teachers. However, the work of teachers (and thus the potential impact of professional development) is often impacted by a number of policy and context-related factors. This poses a challenge not only in programming designed to impact teachers, but also to the ability to detect these impacts through rigorous research designs.
Learn about issues, opportunities, and models of teacher leadership to create transformative learning environments and improve education policy and decision making.
Effective teachers are crucial to efforts in improving student learning in K-12 STEM education. Effective teaching may be enhanced through innovative professional development that takes into account the stage of a teacher’s career continuum and opportunities for teachers to use their knowledge and wisdom of practice in various leadership capacities.
A National Science Foundation Update