Arguments for changing from LS DBR

Too many variables to consider a lesson study approach…

Originally the purpose of the initial question was to assess the knowledge of participants to inform the content of the initial teacher training session- any learning always needs some form of pre-assessment activity- however it became apparent that training and the latter phases of teaching lessons discreetly related to DA was a step too far, and potentially beyond the capacity of the current context, the question was changed to participant readiness. It became about their needs more broadly, bigger than just preparing for a 1 hour training session. It exposed that my expectations in the latter stages of the study may put teachers in a challenging and unsuitable professional situation when working with their students. The identification of pointers for a training session, instead exposed some much broader insights and a shift in research direction.

The questions don’t differ significantly, instead the research, not the training has been designed around participants needs.

The original training session was going to include an aspect of identifying where on the curriculum digital accessibility could be add, whereas now it’s about where it could be integrated.

The e-learning for teachers offers the more broad scaffolding for participants to learn and seek guidance for identifying how and where the subject could be added, rather than a small discussion topic within a 1-hour training session.

Diagnostic to shape the path of the research.

Not a full lesson or standalone- no room and bolt-on, not relevant (can’t plan a subject specific lesson)

Digital infrastructure and tools

Teacher knowledge for LS and DBR (and the depth of that problem) - PCK, 

Ethically putting teachers in a challenging and compromising situation beyond their capabilities which might undermine their professional confidence

Learners would not get a suitable lesson standard 

Lack of existing formal pedagogical framework and curriculum guidance, the ENABLED framework has been developed specifically out of the literature review from this study (lit rev needs to recognise previous attempts at a curriculum).

Lack of own prior subject knowledge and the need for comprehensive training. Lack of subject knowledge implicit in LS is not good.

Lack of own education to reflect back on, no contextual anchoring.

Lack of existing resources 

CPD - LACK OF KNOWLEDGE AND IMPLICATIONS FOR TEACHING (PCK)

"There would definitely need to be a package of CPD to prepare teachers adequately."

"Teachers would need support in learning themselves what it involves and how to incorporate it into their own teaching, so lots of CPD and time to implement, then follow up drop ins to ensure it is being used and to champion it so the benefits are completely understood."

"I would have no idea where to start. I would need training on firstly an awareness of what tools are out there and what types of needs they would support. I would need training on how to use each tool and ideally follow up support when I’ve tried the tools out."

These findings have implications for my research design - e.g. the extent of the lack of knowledge etc does not work with a one-hour teacher training element as per previous research study design.

A more in depth quantitative study would be useful to explore the wider relatability and generality of the findings to see if this snapshot accurately reflects the implications.