Journal of Scholastic Inquiry: Special Edition
Volume 10, Page 87
Lesson Study with Pre-service Teachers: Learning to Teach English Language Learners Rosemarie Michaels Dominican University of California
Abstract Pre-service teachers at a private university in California participated in a lesson study program prior to their full-time student teaching experiences in elementary schools. However, pre-service teachers consistently report that they learn very little about teaching English language learners (ELLs), even though lesson study sessions take place in schools serving predominantly ELLs. The lesson study program was redesigned to integrate collaboration among student teachers, mentor teachers, and university instructors to design lessons to teach all students, with a focus on planning for the academic needs of ELLs. Survey-research methodology was used to collect data to answer the research question: What are the effects of a lesson study program on student teachers’ professional growth? Results indicate that lesson study has a powerful impact on student teachers’ pedagogy, specifically, in their confidence and ability to plan instruction for and teach ELLs, especially for pre-service teachers that teach the research lesson. Keywords: Lesson study, English language learners, teacher preparation, professional development Introduction This study describes a university lesson study program and its impact on the professional growth of pre-service teachers. This article provides a review of literature on lesson study with pre-service teachers and their preparation to teach English language learners (ELLs); the protocol for implementation of a university lesson study program specifically redesigned to address preparation for teaching ELLs; and its impact on pre-service teachers’ professional growth.
