Qualitative data from over three years of a lesson study project were analyzed through a situated learning theory lens in order to describe the connections between teacher learning and the variety of situations, or contexts that shaped the learning. The lesson study professional development model included planning, observation, and student data analysis protocols. The lesson study was situated in various middle school classroom settings, which provided multiple learning contexts. Additionally, teacher learning was shaped by the larger socio-political context often comprised of accountability rhetoric, standardization, and testing pressure. This study described how two teachers negotiated balance, or theoretical equilibrium, across a variety of competing interests and social pressures in order to define and operationalize equity in their writing pedagogy. Findings from this study suggest the design of practice-based teacher professional development models like lesson study, which afford opportunities for teachers to investigate and develop equity teaching in any grade or content area.
Pella, Shannon M.
"Learning to Teach Writing in the Age of Standardization and Accountability; Toward an Equity Writing Pedagogy,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4
, Article 1.
Available at: https://scholarworks.wmich.edu/wte/vol4/iss1/1