NotesFAQContact Us
Search Tips
ERIC Number: EJ870216
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-0737-5328
Collaborating about What?: An Instructor's Look at Preservice Lesson Study
Parks, Amy Noelle
Teacher Education Quarterly, v36 n4 p81-97 Fall 2009
Over the last 20 years, collaborative practices in teacher education and professional development have received a great deal of (mostly positive) attention from researchers. More recently, lesson study, a common form of teacher learning in Japan, has been explored as a promising practice in part because it promotes collaboration. Because collaboration has been assumed to lead to good outcomes, there has been little discussion in lesson study literature about the ways that collaboration can hinder learning and educational change. In addition, many discussions of collaboration in the literature on teacher learning have tended to portray the primary problem for teacher educators as one of "increasing opportunities for or improving the practice of collaboration." The purpose of this study is to contribute to this line of work by looking closely at a collaboration in which the participants and the lesson study leader felt members genuinely and equitably participated in the design, teaching and analysis of a lesson. The goal of this article is to consider the challenges that lie ahead for teacher educators after collaboration is achieved. Drawing on Wenger (1998), the author frames collaboration as participation in a community of practice. Wenger described three dimensions that influence the coherence of a community: (1) joint work; (2) mutual engagement; and (3) shared repertoire. In examining the interactions of the preservice teachers in the lesson study group, the author looks at the extent to which the preservice teachers worked together to complete tasks (joint work), built relationships (mutual engagement) and developed a history of stories (shared repertoire). In looking at each of these areas, the author sought to determine whether the preservice teachers comprised a community of practice, or engaged in collaboration. (Contains 1 table.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A