Employing Lesson Study Model to Collaboratively Investigate the Use of Student Peer-discussion for Teaching: A Case Study on an Elementary School
Teachers can investigate the use of instructional strategies in the classroom by collaboration. Although the strategy of student peer-discussion is often used in teaching, many teachers might not guide students to engage in peer-discussion. A collaborative model of lesson preparation, teaching observation and post-lesson discussion can assist teachers to collaboratively investigate the use of student peer-discussion for teaching. This study aims to understand how teachers investigate the use of student peer-discussion in classroom teaching. Six participants from an elementary school, including the principal, an administrator, and four teachers, were invited to participate in this study which lasted six months. Focus group interviews were the primary method for data collection, and field notes of teachers were used to triangulate teachers’ statements in the focus group interviews. This study discovered that teachers’ awareness of their needs in professional development, their leader’s coordination, and both mutually sharing and self-reflecting were the vital elements of successful teacher collaboration. Moreover, a psychologically safe environment and students’ needs for promoting their own achievements can facilitate students to engage in peer-discussion. An instructional strategy, integrating challenging questions into student peer-discussion, could enhance the learning of peer-discussion.
|關鍵詞||同儕討論、教師專業成長、教學策略、peer-discussion、teacher professional development、instructional strategy|