ABSTRACT

In this article, we investigated the level of transfer of authentic pedagogy among 12 classroom teachers after participating in a three-year professional development project using scaffolded lesson study. We met with teachers for 2 weeks each summer and provided historian-led content sessions and teacher educator facilitated model pedagogy sessions featuring authentic pedagogy in the first week. In the second week, grade level teams, including classroom teachers, a teacher educator, and a historian, collaboratively developed lessons on a societal issue facing people of the time period being studied. During the academic year, we used the cyclical lesson study cycle of observing, critiquing, and revising the lesson twice before posting the final version of the lesson to a project website. Our findings indicate that 4 of the 12 research participants improved their scores on demanding rubrics of authentic pedagogy, significantly indicating strong potential for scaffolded lesson study as a professional development format that holds potential for lasting instructional change.

摘要

在本文中，我们在参加了为期三年的使用脚手架课程研究的专业发展项目后，调查了12名课堂教师之间真实教学法的转移水平。每年夏季，我们与老师会面了2周，并在第一周提供了由历史学家主导的内容课程，并且老师教育者主持了具有真实教学法的模型教学法课程。在第二周，包括课堂老师，教师教育者和历史学家在内的年级小组合作开发了有关所研究时期的人们所面临的社会问题的课程。在本学年中，我们将课程的最终版本发布到项目网站之前，使用了周期性的课程学习周期，即观察，批判和修订课程两次。