Deepening class insight through participatory lesson study: An experience with students specializing in school psychology.
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| Title: | Deepening class insight through participatory lesson study: An experience with students specializing in school psychology. |
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| Authors: | Pasmanik, Diana (AUTHOR), Jorquera, Carolina (AUTHOR) |
| Source: | Psychology in the Schools. Apr2024, Vol. 61 Issue 4, p1710-1723. 14p. |
| Subjects: | Teacher development, School psychology, Physiology education, Teaching methods, School psychologists, Psychology students |
| Abstract: | Class phenomena have primary significance for the diagnosis and intervention at both an individual and a whole‐class level for school psychologists. Trying to bring undergraduate psychology students closer to class and teaching, a learning experience based on an adaptation of Lesson Study, a professional development method for teachers, was designed and evaluated with a group of undergraduate psychology students attending two preparatory and consecutive courses for professional performance in educational environments. Students made participants observations of classes they attended, participated in collaborative reflection with their teachers, and issued a report. Meetings were transcribed, conforming, altogether with their written reports 12 texts, analyzed using thematic analysis. Four primary themes were generated concerning benefits, difficulties, perceived learning facilitators and this experience's contribution to professionalization. The results stress a favorable self‐perceived effect in students' comprehension of the class and the teaching, backed up by an internship experience. Additionally, content expressing empathy toward teachers and an increased perceived self‐knowledge as students was reported. Having a previous experience with the method within the first course and a part time internship in the second course, along with the profile of the second course and its emphasis on procedural content, seemed to foster these outcomes. Practitioner Points: The use of Participatory Lesson Study (PLS), an adaptation of Lesson Study—an original Japanese collaborative method for improving teaching practices—can bring undergraduate psychology students attending courses preparatory to school psychology practice closer to class experience.The PLS experience can promote greater empathy towards teachers and the teaching profession.Students reported they experienced PLS as a facilitator in their engagement and performance in a part‐time internship as School Psychologists. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 175919747 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Deepening class insight through participatory lesson study: An experience with students specializing in school psychology. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pasmanik%2C+Diana%22">Pasmanik, Diana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jorquera%2C+Carolina%22">Jorquera, Carolina</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Apr2024, Vol. 61 Issue 4, p1710-1723. 14p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychology%22">School psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology+education%22">Physiology education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+students%22">Psychology students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Class phenomena have primary significance for the diagnosis and intervention at both an individual and a whole‐class level for school psychologists. Trying to bring undergraduate psychology students closer to class and teaching, a learning experience based on an adaptation of Lesson Study, a professional development method for teachers, was designed and evaluated with a group of undergraduate psychology students attending two preparatory and consecutive courses for professional performance in educational environments. Students made participants observations of classes they attended, participated in collaborative reflection with their teachers, and issued a report. Meetings were transcribed, conforming, altogether with their written reports 12 texts, analyzed using thematic analysis. Four primary themes were generated concerning benefits, difficulties, perceived learning facilitators and this experience's contribution to professionalization. The results stress a favorable self‐perceived effect in students' comprehension of the class and the teaching, backed up by an internship experience. Additionally, content expressing empathy toward teachers and an increased perceived self‐knowledge as students was reported. Having a previous experience with the method within the first course and a part time internship in the second course, along with the profile of the second course and its emphasis on procedural content, seemed to foster these outcomes. Practitioner Points: The use of Participatory Lesson Study (PLS), an adaptation of Lesson Study—an original Japanese collaborative method for improving teaching practices—can bring undergraduate psychology students attending courses preparatory to school psychology practice closer to class experience.The PLS experience can promote greater empathy towards teachers and the teaching profession.Students reported they experienced PLS as a facilitator in their engagement and performance in a part‐time internship as School Psychologists. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=175919747 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23136 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1710 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: School psychology Type: general – SubjectFull: Physiology education Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: School psychologists Type: general – SubjectFull: Psychology students Type: general Titles: – TitleFull: Deepening class insight through participatory lesson study: An experience with students specializing in school psychology. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pasmanik, Diana – PersonEntity: Name: NameFull: Jorquera, Carolina IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 61 – Type: issue Value: 4 Titles: – TitleFull: Psychology in the Schools Type: main |
| ResultId | 1 |
