Abstract

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.

Notes

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Thesis Completion

2014

Semester

Fall

Advisor

Wise, W. Scott

Degree

Bachelor of Science (B.S.)

College

College of Education and Human Performance

Department

Educational and Human Sciences

Degree Program

Elementary Education

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Format

PDF

Identifier

CFH0004726

Language

English

Access Status

Open Access

Length of Campus-only Access

5 years

Document Type

Honors in the Major Thesis

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