NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ993856
Record Type: Journal
Publication Date: 2012
Pages: 31
Abstractor: As Provided
Reference Count: 95
ISSN: ISSN-0950-0693
Constraints to Changing Pedagogical Practices in Higher Education: An Example from Japanese Lesson Study
Demir, Kadir; Sutton-Brown, Camille; Czerniak, Charlene
International Journal of Science Education, v34 n11 p1709-1739 2012
This article describes a qualitative study of college mathematics and science faculty (n = 6) and their engagement in a reform-based program, Japanese lesson study (LS), to change their teaching practices. LS is a process in which a team of four to six teachers jointly design, teach, observe, analyze, and revise a single class lesson. A series of semi-structured, open-ended, interviews was completed with each of the faculty participants. Two sets of assertions were developed from analyses of the data and examples and explanations corroborating each assertion are provided. The results of the study identified issues related to organizational and faculty changes that need to be addressed if faculty responses to pedagogical innovations are to succeed. Implications of the findings for practice and future research are discussed. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A