Measuring and describing the effect of LS on pre-service teachers’ self-esteem

Abstract

Aim: Our PhD research aims to estimate the impact of each component of a Lesson study (LS) on teachers’ self-esteem. Method: In 2018, we produced, tested and enhanced a tool to gather information about the impact of each part of the LS on participants’ self-esteem. With this tool (individual and group surveys, lesson plans, …), we will collect data until June 2019 by 250 pre-service teachers. Preliminary findings: The test phase of 2018 revealed a significant effect of LS on students’ self-esteem but could not determine whether some parts of the LS had a higher effect than others. Significance: This research provides quantitative information about LS effects. It also provides a tool we can implement in other contexts, particularly with in-service teachers. Relevance: This presentation questions the sustainability of LS as a training method for teachers. It also informs about adaptations of LS to the context of pre-service teachers.