https://orcid.org/0000-0002-4791-7516
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ABSTRACT
In this study, collaborative lesson planning (CLP) was a positive ‘dissonance’ to the teachers’ individual lesson planning practices. Thirty teachers grouped into grade-level teams (five members) participated in the study. Data transcripts from audio- and video-recordings, formal and informal interviews, and written evaluation forms were qualitatively analyzed through the constant comparison method. Results showed that through reflections-on-action, CLP had positive impacts on the teachers’ instructional practices including the provision for: (1) continuous learning, (2) improvement of professional practice, and (3) reflective, affective, and professional support. Two stages of CLP were identified: the ‘dissonance’ stage and the refinement stage. The dissonance stage has three activities: (1) goal setting, (2) lesson implementation and observation, and (3) collaborative reflection and discussion. The refinement stage has four activities: (1) organization and reflection of prior knowledge, (2) reflection, organization, and development of new knowledge, (3) enhancement and enactment of the new knowledge, and (4) task accomplishment.
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No potential conflict of interest was reported by the author.
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Sally B. Gutierez
Sally B. Gutierez is a doctoral degree graduate at the Department of Science Education of the College of Education, Seoul National University, South Korea. Her research interests include argumentation in biology education, dialogic teaching, scaffolding in scientific argumentation, and teacher professional development. She is currently connected at the University of the Philippines National Institute for Science and Mathematics Education Development (UP NISMED) as a science education researcher.