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Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations. Findings This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships. Originality/value The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.
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Technology-Mediated Lesson Study: Improving Rural Science Teachers’ Three-Dimensional Science Teaching Practices
As science education evolves to three-dimensional (3D) science, rural science teachers often lack the same professional development and training as their urban counterparts due to isolation and other factors. One method that can help teachers improve their teaching skills is lesson study, which allows educators to co-create and evaluate lessons as a group. By using technology- mediated lesson study, rural science teachers can connect with geographically distant others and collaborate to build new collegiate connections and gain knowledge and skill with 3D science principles. Preliminary interview and observation data suggest rural teachers are making meaningful connections and iteratively improving their ability to plan and teach 3D science lessons.
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- PAR ID:
- 10485032
- Publisher / Repository:
- LearnTechLib.org
- Date Published:
- Journal Name:
- Society for Information Technology & Teacher Education International Conference
- Subject(s) / Keyword(s):
- Science Teacher Professional Development Technology-Mediated Lesson Study
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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