Background and purpose
Lesson study is a systematic and collaborative in-school approach to professional development (PD) that has been identified as a powerful tool for teachers to examine their practices and enhance student learning (Cheung & Wong, 2014; Lewis, 2014). In the challenging search for effective PD for PE teachers (Armour et al., 2015) lesson study might therefore be a promising vehicle to better engage PE teachers in learning and developing their teaching practice. Nevertheless, this approach has not received much attention within PE and it is thus unclear to what extent lesson study could truly be an effective and feasible means of PD for PE teachers. Therefore, the aim of this research was to determine the effectiveness and feasibility of lesson study as an approach to PD for PE teachers.
Methods
A quasi-experimental study design was employed. University partnership schools were approached to take part in the study. Twenty PE departments agreed to participate and were assigned to an intervention or a control group. Both groups first received a workshop at the university. The control group was then only prompted to implement these new ideas in their practice, whereas the intervention group engaged in an on-site lesson study cycle (duration 5-6 weeks). Measurements were based on Guskey’s (2000) five critical levels of PD evaluation: (1) teachers’ reactions, (2) teachers’ learning, (3) organizational support and change, (4) teachers’ use of new knowledge and skills, (5) student learning outcomes. Data were gathered through questionnaires (1, 5), focus groups (1,2), interviews (3) and video observations (2,4).
Results
As this project is still on-going, the first results will be presented here, aimed at Guskey’s levels 1, 2 and 4 (focus group and observational data).
Conclusions
These results will provide insight in the effectiveness and feasibility of lesson study as PD for PE teachers.
