Improving and Evaluating CPD with Lesson Study

In this study we want to describe how Lesson Study can be used on a meta-level in order to improve and evaluate a university course for ESL teachers offered by the Alpen-Adria-Universität Klagenfurt.

The university course PFL – “Pedagogy and subject-specific didactics” – is a concept for the professionalization of teachers based on Action Research. It is designed for in-service teachers from all types of schools all across Austria, and there are courses for various subjects (mathematics, science, multilingualism, English, etc.). The participants are not only supported by the PFL team, they learn from each other and support each other in collaborative settings and often take the role of critical friends. Lesson Study fits in nicely with the concept of the course, and the participants learn about Lesson Study and take part in a lesson study during the two years of the course. At the end of the course, they have to write a reflective paper on their experiences.

The innovative approach we have designed now, is taking Lesson Study to a meta-level by conducting a lesson study within the teaching team of the course (a psychologist and four teaching professionals). Our first focus is on improving our own teaching and reflecting on the course using Lesson Study as a guiding concept. The second aim is to evaluate the course: using pre-tests and post-tests in which we collect data on the participants’ subject-knowledge as well as their beliefs and attitudes, planning and analyzing lessons together and getting feedback we use qualitative and quantitative research methods in order to improve our own teaching. So far, we have found out that we work more outcome-oriented and focus even more on the goals of the course than before.

Implementing Lesson Study on a meta-level in CPD might be a way to professionalize teacher trainers in all types of tertiary education and to support them in their work using collaborative settings.