Object: The aim of this paper is to present a work in progress that explores a way to estimate the impact of Lesson studies (LS) on teachers.
Method: Firstly, we will present the results of a literature review that points out the diversity of practice concerning LS around the world: our sample explores several kinds of LS, from the US Lesson Studiy (Fernandez & Yoshida, 2004; Hart, Alston, & Murata, 2011; Inprasitha, Isoda, Wang-Iverson, & Yeap, 2015; Isoda, Stephens, Ohara, & Miyakawa, 2007; Lewis & Hurd, 2011; Stepanek, Appel, Leong, Turner Mangan, & Mitchell, 2007), to the UK Lesson Study (Dudley, 2015; Norwich & Jones, 2014), including the Learning Study (Lo, 2012; Marton & Tsui, 2004). This will lead us to propose a definition of LSs, which includes a large variety of facultative features but also sets limits to LSs by imposing minimal components (Buchard & Martin, 2017).
Secondly, we will introduce the concept of self-esteem; especially, we will present Rosenberg’s self-esteem scale (RSE) and its translation and validation by Vallieres & Vallerand (1990). During this part of our presentation, we will briefly discuss the reason why we chose self-esteem as indicator of impact of LSs on teachers’ professional development.
Finally, we will show the first results of a local research, realised with pre-service teachers in the University of teachers’ education of Lausanne (French-speaking Switzerland). Contextual adaptations will be described to discuss the possible generalization of this kind tool: by studying teachers’ self-esteem before and after a LS, in a large scale, we will be able to have a first quantitative measure of the effect of LSs on teachers’ professional development.
Results: More qualitatively, our first results show how some components of a LS seem to impact participants’ self-esteem.
Conclusion: These results also invite us to refine the model of our questionnaire to describe more accurately the features and process of the LS.
Nom de la manifestation
World Association of Lesson Studies (WALS) International Conference 2018 : Lesson Study and Teacher Education, International Dialogue