Enhanced Instructional and Professional Growth through a Pragmatic Instructional Approach
Document Type
Article
Abstract
Finding a pragmatic process across university programs and disciplines that has the potential to strengthen programs and instruction has promise for adoption because of the possible impact and benefits. Jigsaw Lesson Study (JLS) has that potential and could be expanded into not only a teacher-education classroom but also into any discipline across a university campus. JLS offers opportunities for student engagement and professional development. Here, we used the JLS process, modified from Lesson Study (LS), to strengthen instructional decision-making, lesson planning, and student learning in a teacher-education course. We sought to determine the impact of JLS on teacher candidates’ professional growth. We determined that when participating in the JLS process, teacher candidates engaged more fully in their subject areas, grew as collaborative educators, and developed a heightened awareness of how students learn.
Repository Citation
Weaver, Joanna; Matney, Gabriel T.; Beeker, Chloe; and Zalar, Alex, "Enhanced Instructional and Professional Growth through a Pragmatic Instructional Approach" (2024). School of Inclusive Teacher Education Faculty Publications. 13.
https://scholarworks.bgsu.edu/site_pub/13
Publication Date
1-1-2024
Publication Title
Journal on Empowering Teaching Excellence
DOI
10.59620/2644-2132.1136
Start Page No.
15
End Page No.
27