New Perspectives in Science Education

The evidence in support of Lesson Study (LS) as a powerful approach to Teacher Professional learning and Development (PD) continues to grow at a rapid rate [1,2]. However, despite its widespread use, researchers have expressed concern that the means by which LS fosters teacher efficacy and agency remain under-theorised [2,3].With this in mind, this systematic review of literature sought to uncover the mechanisms by which LS may support teachers to become agentic. Following a process of identification, screening and critical appraisal, a total of 32 studies were included, drawing from a range of jurisdictions, contexts and subject areas including science, mathematics and STEM. Thematic analysis [4] drawing from theoretical frameworks of agency [5] and efficacy [6] conducted on study findings, enabled the identification of two major themes: Agency factors and efficacy sources. These themes enabled the development of an emergent theoretical framework for LS and teacher agency. Issues arising from the review findings include the role of the Knowledgeable Other (KO) and supportive leadership structures in terms of fostering teacher agency. Gaps in literature are also identified, most notably, the dearth of literature in relation to agency, efficacy and LS. In order to ameliorate such gaps, recommendations for further research include the suggested use of the emergent theoretical framework by those engaging in LS as practitioners and facilitators. 

Keywords: teacher professional learning, teacher agency, STEM education, lesson study.

References:

1. Dudley, P., Xu, H., Vermunt, J. D., & Lang, J. (2019). Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution. European Journal of Education, 54(2), 202-217.
2. Willems, I., & Van den Bossche, P. (2019). Lesson Study effectiveness for teachers’ professional learning: A best evidence synthesis. International Journal for Lesson and Learning Studies, 8(4), 257-271
3. Roberts, M. R. (2010). Lesson Study: Professional Development and its Impact on Science Teacher Self-Efficacy [Unpublished doctoral thesis]. Columbia University
4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
5. Priestly, M., Robinson, S., & Biesta, G. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury
6. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 84(2), 191-215.