Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies
Bibliographic Data
| ID | 11070482 |
|---|---|
| Authors | Jada Kohlmeier (0000-0003-3264-1403, Auburn University, corresponding author) |
| Year | 2023 |
| Volume | 51 |
| Issue | 4 |
| Pages | 587-625 |
| Publication date | 2023-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.2023.2215178 |
| OpenAlex | W4380446402 |
| Language | EN |
| References cited | 31 |
Authentic pedagogy is a complex enterprise for students and teachers. Planning and developing the instructional procedures and scaffolds for student success is daunting. In addition, the teacher implementing the lesson makes dozens of quick decisions as they attend to student thinking and decide how to respond. These spontaneous decisions can have large impacts in the level of student thinking demanded in an authentic pedagogy lesson. This two-year project integrated video teacher noticing reflection with scaffolded Lesson Study in a professional development project with two U.S. Government teachers. I investigated what teachers would notice while reflecting on six video cases of authentic pedagogy lessons, four of which they developed as a team. I also analyzed what teachers noticed during the lesson implementations, including the two research lessons and two independently developed lessons at the start and end of the project. Data revealed shifts in teacher attentiveness to student thinking in video reflection. However, the increased attention to student thinking did not play a significant role in decision-making while implementing independently developed lessons after two years. This article explores these findings and raises questions for future studies
Critical thinking · Lesson Study · Mathematics education · Notice · Pedagogy · Political science · Professional development · Reflection (computer programming · Social studies · Teacher education · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Controversy in the Classroom
Mathematics Teacher Noticing
Contemporary Approaches to Teacher Professional Development
Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments
When discussions sputter or take flight
Containing classroom discussions of current social and political issues
The Hollow Hope
Lesson study in historical inquiry
Lesson Study and History Education
Authentic Pedagogy and Student Performance
Happy Professional Development at an Unhappy Time”
Comparing Teachers' Strategies for Supporting Student Inquiry in a Problem-Based Multimedia-Enhanced History Unit
Couldn't she just leave?”
Ethical Reasoning of U.S. High School Seniors Exploring Just Versus Unjust Laws
Investigating teacher adoption of authentic pedagogy through lesson study
Developing Historical Reading and Writing With Adolescent Readers
Promoting Higher Order Thinking in Social Studies
Interpretive frames for responding to racially stressful moments in history discussions
Exploring the emotional dynamics of a political discussion
Examining the relationship between teachers’ discussion facilitation and their students’ reasoning
How Should Research Contribute to Instructional Improvement? The Case of Lesson Study
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
Learning to See Teaching in New Ways
From Experience to Expertise
| Highly cited | No |
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