University of Illinois Urbana-Champaign

Math teacher professional development through lesson study: Chilean teachers’ perspectives

Brown-Tess, Karie

Content Files
BROWN-TESS-DISSERTATION-2022.pdf

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https://hdl.handle.net/2142/115807

Description

Title
Math teacher professional development through lesson study: Chilean teachers’ perspectives
Author(s)
Brown-Tess, Karie
Issue Date
2022-04-14
Director of Research (if dissertation) or Advisor (if thesis)
Gutiérrez, Rochelle
Doctoral Committee Chair(s)
Gutiérrez, Rochelle
Committee Member(s)
  • González Rivera, Gloriana
  • McCarthy, Cameron
  • Higgins, Christopher
Department of Study
Curriculum and Instruction
Discipline
Curriculum and Instruction
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Lesson Study
  • Chile
  • Mathematics Teacher Learning
Abstract
This dissertation examines how a team of five elementary mathematics teachers and their administrators engaged in the iterative process of Lesson Study for professional development over the course of a year. I use Andzaldúa’s conception of conocimiento, reimagined for math teacher learning by Gutiérrez, to analyze data and understand the ways this team of teachers co-created knowledge together. I used embedded Case Study design as outlined by Robert Stake, to look closely and responsively at teacher learning throughout the year. Teachers taught kindergarten to 8th grade mathematics. My fieldwork took place over 9 months, one school year, in a mid-sized Chilean town. Teaching experience in the team of teachers ranged from 2 years to 11 years, with an instructional coach (UTP) with 30 years of experience. Data includes recordings from planning meetings, public lessons/lessons, reflection meetings, focus groups and several sets of interviews including member checking interviews. Participant observations and artifacts from teacher notes and student work in the lessons was also captured and coded with themes of conocimiento/conocimiento. My analysis of the data shows how solidarity in the community of teachers provided obstacles and opportunity to engage in meaningful Lesson Study discussion.
Graduation Semester
2022-05
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/115807
Copyright and License Information
Copyright 2022 Karie Brown-Tess

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