ERIC Number: EJ1431574
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2046-8253
EISSN: N/A
Supporting Teachers' Professional Development in the Social Classroom Dynamics Domain with Lesson Study
International Journal for Lesson and Learning Studies, v13 n3 p149-162 2024
Purpose: Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics. Design/methodology/approach: A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; M[subscript age-T0] = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; M[subscript age-T0] = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; M[subscript age-T0] = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention. Findings: While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS. Originality/value: The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice, Classroom Environment, Peer Relationship, Secondary School Students, Bullying, Secondary School Teachers, Teacher Attitudes, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A