Date of Award
2022
Document Type
Dissertation in Practice
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Paul Michalec
Second Advisor
Norma Hafenstein
Third Advisor
P. Bruce Uhrmacher
Keywords
Action research, Action-oriented inquiry, Educational criticism, Lesson study, Professional development, Professional learning
Abstract
This dissertation-in-practice is a reflective self-study exploring the lived experience of the current researcher as a leader of Lesson Study (LS) over 2 years. Drawing on the concepts of perspective and engagement articulated by Wenger-Trayner and Wenger- Trayner (2016) in their Learning in Landscapes of Practice conceptual framework, the study is organized around the primary critical question: How has my perspective on what it means to be a teacher leader been transformed through my engagement with LS in the context of a US community of educational practice? Working within the paradigm of first person action-oriented inquiry, the method of self-study was selected in order to describe, interpret, evaluate and thematize the researcher’s experience. This study is informed by a set of data comprising memos from an action reflection journal and artifacts from the leadership of LS, which include emails composed by the current researcher that were sent to colleagues and mentors. The description and interpretation aspects of this study provide an account of the current researcher’s practical knowledge about enacting LS for others to consider when planning actions in their own contexts, though the experience disclosed here is unique to the current investigator’s perceptual experience and cannot be generalized. The evaluation and thematization aspects of this study contribute to the discussion of the potential LS and action-oriented inquiry have in the guidance of professional learning for scholarly educational practitioners in the United States.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Robert D. Evans
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
198 pgs
Recommended Citation
Evans, Robert D., "The Infinity Mirror: Learning to Lead Through Action-Oriented Inquiry" (2022). Electronic Theses and Dissertations. 2111.
https://digitalcommons.du.edu/etd/2111
Copyright date
2022
Discipline
Curriculum development, Education, Adult education
Included in
Adult and Continuing Education Commons, Adult and Continuing Education and Teaching Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons