Adopting an International Innovation for Teacher Professional Development

State and District Approaches to Lesson Study in Florida

Bibliographic Data

ID4794407
AuthorsMotoko Akiba (0000-0001-8509-4031, Florida State University, Tallahassee, USA, corresponding author), Bryan Wilkinson (Florida State University, Tallahassee, USA)
Year2016
Volume67
Issue1
Pages74-93
Publication date2016-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487115593603
OpenAlexW2263318852
LanguageEN
Citations received19
References cited49

The state of Florida has taken an unprecedented approach to teacher professional development in its Race to the Top (RTTT) Program application by proposing to promote an international innovation that originates in Japan, "lesson study," as a statewide teacher professional development model. Since winning the US$700 million RTTT funding in 2010, the Florida Department of Education and districts have been promoting lesson study as one of the statewide vehicles to implement the state standards aligned with the Common Core State Standards. This study analyzed the state and districts' approaches to promote lesson study using policy documents, statewide district survey data, and interviews. We found that a majority of districts mandated lesson study implementation without securing or spending sufficient funding. In addition, the existing organizational structures and routines for professional development pose a major challenge in capacity building of district leaders and teachers to engage in lesson study

Faculty Development · Pedagogy · Political science · Professional development · Public relations · Race to the Top · Sociology · State (computer science) · Educational Practices and Policies · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies

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