Changes in High School Distance Education Science Teachers’ Pedagogical Content Knowledge During Remote Lesson Study
Thursday, March 24, 12:30-2 p.m.
This qualitative case study examines changes in Pedagogical Content Knowledge (PCK) of distance education science teachers as they conducted remote lesson study (LS). A three-teacher LS group supported by a knowledgeable other and an administrator, developed a remote science inquiry instruction (RSII) lesson, for students in geographically disparate schools. Synchronous LS meetings were conducted using Google Meet and the interpretive case study data sources include field notes, teacher documents, semi-structured interviews, lesson study meeting recordings, and teacher reflections. During the study, plan, teach, and reflect phases of LS teacher enacted PCK, or ePCK, was conceptualized using the Refined Consensus Model (Carlson et al., 2019). Teachers learned collaboratively during the study, plan, and reflect phases of lesson study while students impacted individual teacher learning during the RSII enactment in the teach phase. Teaching the research lesson increased teacher ePCK of student misconceptions, understanding of student difficulties, and provided insights into students’ motivation to learn via remote inquiry. Student responses and behaviors during the Teach phase of LS inquiry, while difficult to sense in a remote setting, concretized prospective forms of ePCK from the Study and Plan phases. Our findings underscore the importance of lesson study’s collaborative planning, predicting student behaviours, experiencing lesson enactment, and vicarious reflection and learning from teaching experiences to develop ePCK and improve teaching. Webex: https://mun.webex.com/mun/j.php?MTID=mc3184cc132a50cc36aaadd4e7ef66c34
Presented by Patrick Wells