The intent of thesis is to explore pre-service teachers' perceptions of using a form of professional development to promote teacher autonomy. Current evidence shows that autonomy is a recurring element desired by American teachers in their profession. However, research advocates for teachers who are initiating and carrying out research in their schools (as a form of professional development) to have the potential to promote autonomy. For American teachers to gain a sense of autonomy in their profession there needs to be a change in the way professional development is directed. One form of professional development that promotes teachers as researchers is Lesson Study. Teachers who participate in lesson study are given the opportunity to research, collaborate, and learn. A sample population of five Pre-service teachers were interviewed to discover their perceptions of using Lesson Study as a means to promote teacher autonomy. The results of this thesis are that lesson study was regarded, by three out of five of the participants, as an effective way to strengthen teacher autonomy. The implications of the results are discussed, and the descriptions and implications of Lesson Study are provided.
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Wise, W. Scott
Bachelor of Science (B.S.)
College of Education and Human Performance
Educational and Human Sciences
Dissertations, Academic -- Education; Education -- Dissertations, Academic
Length of Campus-only Access
Honors in the Major Thesis
Leon, Rachel, "Pre-Service Teachers' Perceptions of Promoting Teacher Autonomy Through the Use of Lesson Study" (2014). HIM 1990-2015. 1841.