文献类型：期刊文献

英文题名：Effects of procedural scaffolding on in-service teachers' peer feedback quality and learning participation in lesson study

作者：Wang, Axi[1]; Wu, Lan[2]; Wang, Dan[2]

第一作者：Wang, Axi

机构：[1] Beijing Union University, Teachers College, Beijing, China; [2] Beijing Normal University, Advanced Innovation Center for Future Education, Beijing, China

第一机构：北京联合大学师范学院

年份：2021

起止页码：111-113

外文期刊名：Proceedings - IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021

收录：EI(收录号：20213810902138)

语种：英文

外文关键词：Scaffolds

摘要：Online Lesson study is an important form of promoting teacher professional development, with the help of the online learning platform. During a lesson study cycle, teachers cooperatively set goals for professional and student learning, plan a lesson around these goals, modify, teach, observe, analyze, reflect jointly and share thoughts about the revised version of the lesson. Teachers could obtain lots of feedback from peers in the process of online lesson study. However, some teachers often get lost and cannot effectively participate in the activities of online lesson study. What's more, some teachers lack sufficient expertise to provide high-quality feedback on another peer's teaching. To address these issues, this study proposed a procedural scaffolding to assist teachers in improving the quality of peer feedback comments and learning participation behaviors in a lesson study context. Sixty primary school in-service teachers participated in the lesson study carried out at an online lesson study platform. Their peer feedback contents and participation behaviors generated during the lesson study were collected and analyzed to examine the effects of the proposed approach. The results showed positive effects of the procedural scaffolding on enhancing teachers' quality of peer feedback contents and learning participation in online lesson study. ? 2021 IEEE.