Teachers’ Perception of Professional Growth through Lesson Study

This mixed methods study describes the use of Japanese Lesson Study as a professional development (PD) model aimed at aiding ELA, science, and math teachers to use discipline literacy in middle level (ages 13-15) classrooms using mobile technologies (iPads). Pre and post survey data as well as semi-structured interviews investigated teachers’ knowledge, practices, and reflections. The results demonstrated that the collaborative nature of Japanese Lesson Study with a focus on student achievement was effective in significantly changing teachers’ knowledge and practices in using discipline literacy and in using technology