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.

摘要

在这项研究中，我们旨在确定在课程研究项目中引发的学习活动如何促进主管的教学内容知识 (PCK) 的自我感知变化。课程学习是一种结合专业和教育发展的方法。在课程研究项目中，教师团队协作，开发、教授、评估和重新设计研究课程。在这里描述的为期 4 个月的课程学习项目中，四位主管设计了一个旨在加强本科生学习的研究监督会议协议。在项目期间，他们尝试开放式提问和给予积极反馈，而不是给予指导和解释。本研究采用混合方法设计。使用学习者报告收集主管学习活动和 PCK 的数据，会议录像和离职面谈。对这些数据的分析表明，课程研究项目有助于导师对教学策略和学生理解的 PCK 的发展。对这些变化贡献最大的学习活动是反思他们自己和学生的实践。