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Co-Development of Professional Practice at a Professional Development School through Instructional Rounds and Lesson Study
Abstract
This chapter examines the co-development of professional practices for both clinical faculty and teacher candidates at a Professional Development School through instructional rounds and lesson study. In particular, the authors highlight the nature of the transformative partnership of a collaborative network composed of two university teacher educators, a school-based site facilitator, and clinical faculty who co-designed and implemented a clinical model to enhance the teaching and learning of mathematics methods for elementary teacher candidates and faculty. The model of instructional rounds (City, Elmore, Fiarman, & Teitel, 2009) and lesson study (Lewis, 2002; Lewis, Perry, & Murata, 2006; Fernandez & Yoshida, 2004) were used in an elementary mathematics methods course at a Professional Development School to support teacher candidates in becoming reflective practitioners alongside clinical faculty. The chapter explores the following research questions: (1) In what ways did the targeted Instructional Rounds and Lesson Study impact the development of teacher candidates and clinical faculty's professional practice? (2) How does the co-development model for professional development enhance the transformative partnership at the Professional Development School?
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