Examining the impact of Research Lesson Study on teachers’ beliefs and educational practices regarding high-ability students

Abstract

To effectively educate high-ability students, teachers must possess accurate beliefs, knowledge, and skills related to teaching these students. Previous research indicates that teachers in regular classrooms may have misconceptions about high-ability students and sometimes lack the necessary knowledge or skills for instructing them. The aim of this study is to examine how teachers’ beliefs and teaching practices concerning high-ability students evolve through their participation in Research Lesson Study. Thirteen teachers from six mixed-ability elementary and secondary schools were involved in repeated in-depth interviews to explore their experiences. Teachers reported learning gains in terms of refining their frame of reference and enhancing their educational practices. These gains aligned with established evidence-based findings on teaching high-ability students. Moreover, it was observed that teachers with limited knowledge, and teaching skills in their initial profile tend to exhibit lower levels of learning compared to the other teachers. For both in-service teachers and those in training, it appears crucial to foster an accurate and comprehensive frame of reference regarding high-ability students to provide an appropriate education. In this study, professional development for teachers through Research Lesson Study was found to be effective to optimize beliefs about high-ability students and facilitate the development of relevant educational practices.