What Teacher Educators Learned about Negotiating Power Relationships During Lesson Study Planning

Authors

Susan J. Lenski, Portland State UniversityFollow
Nicole R. Rigelman, Portland State UniversityFollow
Anita L. Bright, Portland State UniversityFollow
Gayle Thieman, Portland State UniversityFollow
Bernd R. Ferner, Portland State UniversityFollow

Keywords

lesson study, planning, teacher candidates, power relationships

Abstract

The purpose of this study was for eight university-based teacher educators to experience Lesson Study planning in order to gain a deeper understanding of the power relationships our teacher candidates experience in student teaching. Data included six video recorded and transcribed planning sessions. Data analysis focused on the power relationships evident in the teacher educators’ lesson planning process, including positions of power that were identified as sole leadership, challenged leadership, and shared leadership. Implications for incorporating lesson study with teacher candidates include increased sensitivity to power dynamics and leadership roles during planning.

DOI

10.15760/nwjte.2018.13.1.2

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

http://archives.pdx.edu/ds/psu/25264

Recommended Citation

Lenski, Susan J.; Rigelman, Nicole R.; Bright, Anita L.; Thieman, Gayle; and Ferner, Bernd R. (2018) "What Teacher Educators Learned about Negotiating Power Relationships During Lesson Study Planning," Northwest Journal of Teacher Education: Vol. 13 : Iss. 1 , Article 2.
DOI: https://doi.org/10.15760/nwjte.2018.13.1.2