A case study of teacher learning in enacting maker pedagogy through lesson study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 11 August 2023
Issue publication date: 29 August 2023
Abstract
Purpose
This study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context.
Design/methodology/approach
This is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model.
Findings
This study revealed that LS participation facilitates teachers’ integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified.
Research limitations/implications
This was a small-scale study, which may limit the generalizability of the findings.
Practical implications
This study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers’ PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD.
Originality/value
The originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers’ PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers’ PD.
Keywords
Acknowledgements
The authors would like to express their heartfelt gratitude to the participant teachers, Li Zhuang, Liu Ziang, Yin Xiaohui and Han Chengdong, from Livon Elementary School in Changchun, Jilin, China, for their valuable support in designing maker projects and assisting in data collection. Their dedication and cooperation were instrumental in the successful execution of this research.
Funding: This work was supported by the Chinese Government Scholarship No. 202008300032.
Citation
Li, J., Goei, S.L. and Van Joolingen, W.R. (2023), "A case study of teacher learning in enacting maker pedagogy through lesson study", International Journal for Lesson and Learning Studies, Vol. 12 No. 3, pp. 240-256. https://doi.org/10.1108/IJLLS-04-2023-0042
Publisher
:Emerald Publishing Limited
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