Using an Adapted Lesson Study with Early Childhood Undergraduate Students

ABSTRACT

This study examined the impact of an Adapted Lesson Study Project (ALSP), an undergraduate course assignment, utilized for field-experience, on teaching efficacy, and the quality of lessons developed by pre-service teachers. Participants consisted of 23 undergraduate early childhood education students enrolled in an early childhood mathematics and science education course. The study used a mixed-methods model. Results of a paired samples t-test on the Sense of Teaching efficacy survey indicated significant differences in the sub-categories of instructional strategies and student engagement from pre- to post-participation in the ALSP. Lesson plans were quantitatively evaluated using a rubric developed to assess lesson quality. Lesson observation, reflection, and revision notes were analyzed using content analysis. Results indicated the ALSP, which included iterative collaborative and reflective practices, improved teaching efficacy and the quality of lessons. The study provides a viable methodology for the inclusion of Lesson Study processes within short-term field-based projects in teacher preparation programs.

KEYWORDS:

• Early Childhood Teacher Education
• Lesson Study
• Teaching Efficacy
• Lesson Quality
• Reflective Practice

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Preeti Jain

Preeti Jain is an Assistant Professor of Early Childhood Education at the University of Houston – Clear Lake.  She has worked as an early childhood teacher and program administrator. She has been a research and evaluation manager, professional development specialist, coach, consultant, accreditation consultant, assessor, and a regional, state, and national trainer. Dr. Jain has presented at local, state, and national conferences.  Her research focuses on early childhood program and curriculum development and professional development.

Amber L. Brown

Amber L. Brown graduated from the University of North Texas with a doctorate degree in Early Childhood Education. She is a former preschool and elementary teacher as well as a former preschool director. In addition to many years of private and public school experience, Dr. Brown has conducted parent involvement training for teachers and parent educators at school districts as well as state and national conferences. Dr. Brown is currently an Associate Professor in the Early Childhood Education Program at the University of Houston – Clear Lake. Her research focuses on early childhood intervention, parent and family engagement, and development of efficacy in pre-service teachers.