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<p>In an educational landscape marked by diversity, from district mandates to curriculum, teachers’ needs vary based on school and classroom contexts as well as their experiences, necessitating tailored support. This study investigates the efficacy of a hybrid Lesson Study with Video Clubs (LSVC) professional development (PD) model over a year-long period. LSVC leveraged technology to address the distinct requirements of teachers across varying experience levels. Traditional PD modalities often struggle to accommodate the nuanced demands of educators in specialized contexts. Recognizing the pivotal role of technology in reshaping professional development, this study stresses the imperative of targeted, sustainable initiatives for bolstering teacher professionalism and improving student outcomes amid increasing classroom diversity. The LSVC hybrid model emerges as a promising framework, catering to educators' needs across the experience spectrum within specialized teaching contexts through the intentional use of technology. This study illustrates how novice and seasoned teachers experienced transformative professional learning, through synchronous and asynchronous collaboration with peers of diverse experiences, facilitated by the technology-enhanced PD format of LSVC. This model, characterized by adaptability, sustainability, and affordability through the strategic integration of technology, fosters the establishment of vibrant professional communities that propel long-term career development pathways for educators and administrators.</p>

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Beyond boundaries: leveraging technology for differentiated professional development with lesson study video club

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月10日

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  • Yuzhu Xia,
  • Adria Patthoff,
  • Liana Balloffet,
  • Marco A. Bravo,
  • Kip Téllez

摘要

In an educational landscape marked by diversity, from district mandates to curriculum, teachers’ needs vary based on school and classroom contexts as well as their experiences, necessitating tailored support. This study investigates the efficacy of a hybrid Lesson Study with Video Clubs (LSVC) professional development (PD) model over a year-long period. LSVC leveraged technology to address the distinct requirements of teachers across varying experience levels. Traditional PD modalities often struggle to accommodate the nuanced demands of educators in specialized contexts. Recognizing the pivotal role of technology in reshaping professional development, this study stresses the imperative of targeted, sustainable initiatives for bolstering teacher professionalism and improving student outcomes amid increasing classroom diversity. The LSVC hybrid model emerges as a promising framework, catering to educators' needs across the experience spectrum within specialized teaching contexts through the intentional use of technology. This study illustrates how novice and seasoned teachers experienced transformative professional learning, through synchronous and asynchronous collaboration with peers of diverse experiences, facilitated by the technology-enhanced PD format of LSVC. This model, characterized by adaptability, sustainability, and affordability through the strategic integration of technology, fosters the establishment of vibrant professional communities that propel long-term career development pathways for educators and administrators.