Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Huang, Rongjin; Shimizu, Yoshinori

doi:10.1007/s11858-016-0795-7

Cited by 113 publications

(122 citation statements)

References 103 publications

(163 reference statements)

Supporting

Mentioning

111

Contrasting

Unclassified

Order By: Relevance

“…In terms of the learning environment and how groups are formed in schools, the composition and focus of LS teams may facilitate or constrain the process as well. LS is predominantly used and examined in content specific teams focusing on mathematics (Huang & Shimizu, 2016), but is also used in other subject areas such as language education (Hurd & Licciardo-Musso, 2005) and sciences (Lee Bae, Hayes, Seitz, O'Connor, & DiStefano, 2016). Some studies even refer to LS teams with an interdisciplinary focus (Bjuland & Mosvold, 2016;Xu & Pedder, 2015), which can be defined as "communities where teachers from different disciplinary areas (ideally) collaborate to produce teaching that incorporates the disciplinary knowledge of the different teachers" (Havnes, 2009, p. 159).…”

Section: 4facilitating and Constraining Elements To Promote Profesmentioning

confidence: 99%

Professional growth in adaptive teaching competence as a result of Lesson Study

Schipper

Goei

Vries

et al. 2017

Teaching and Teacher Education

View full text Add to dashboard Cite

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

show abstract

Section: 4facilitating and Constraining Elements To Promote Profesmentioning

confidence: 99%

Professional growth in adaptive teaching competence as a result of Lesson Study

Schipper

Goei

Vries

et al. 2017

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…In Japan, LS (translated as jugyou kenkyuu) has been an integral part of teaching for more than a century (Takahashi & McDougal, 2016). After the publication of 'The Teaching Gap' (Stigler & Hiebert, 1999), this form of PD rapidly expanded around the globe (Hadfield & Jopling, 2016;Huang & Shimizu, 2016). Dudley (2015) argues that it is currently the world's fastest growing approach to teacher learning.…”

Section: Introductionmentioning

confidence: 99%

“…The reviews of Huang and Shimizu (2016) and Xu and Pedder (2015) show, among other things, that participating in LS contributes to teachers' beliefs of self-efficacy and the quality of teaching and learning as well as a more explicit focus on and more awareness of the diverse learning needs of pupils. However, it turns out that "most of the research carried out into LS has adopted a small-scale, qualitative, exploratory and inductive mode of inquiry" (Xu & Pedder, 2015, p. 49).…”

Section: Introductionmentioning

confidence: 99%

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Schipper

Goei

Vries

et al. 2018

International Journal of Educational Research

View full text Add to dashboard Cite

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers' beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (N = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as in classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils' educational needs.

show abstract

“…Whereas, in my view, design research is mainly university-driven (research from outside, see Carlgren, 2012), the Japanese lesson study, in its origin, is teacher-driven. Lesson study has been suggested to reinforce the theorypractice gap (Huang & Shimizu, 2016), but, whereas in design research there is a theoretical foundation, an explicit theoretical grounding is seldom reported in lesson study (Elliott, 2012). Lesson study has received much attention since it was introduced to the West around the year 2000 (Lewis, 2002;Yoshida & Fernandez, 2004) and there is extensive literature on its effects.…”

Section: Lesson Studymentioning

confidence: 99%

Teachers and researchers in collaboration. A possibility to overcome the research‐practice gap?

Kempe

2019

Euro J of Education

View full text Add to dashboard Cite

Taking as its point of departure the discussion about the disconnection between research and practice, this article presents learning study as a research approach to overcoming this gap. Learning study has commonalities with design research and lesson study, but is a teacher‐researcher collaboration where both have a common object of research. Thus, it is research with teachers, rather than on teachers and focuses on constructing knowledge concerning objects of learning as well as teaching‐learning relationships. The focus of the research collaboration is professional problems related to the object of learning that teachers encounter in their everyday practice. The process is guided by a theory of learning and pedagogy—the variation theory. The knowledge product of learning study is a theoretical description of what must be learned in order to develop a specific capability. Examples of knowledge contributions from learning study are given and it is suggested that such knowledge can be considered to be public knowledge that can be shared, used and developed by other teachers in other contexts. Furthermore, it is suggested that there are specific features of learning study that make it a research approach that may strengthen connections between research and practice.

show abstract

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

Cited by 113 publications

References 103 publications

Professional growth in adaptive teaching competence as a result of Lesson Study

Professional growth in adaptive teaching competence as a result of Lesson Study

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Teachers and researchers in collaboration. A possibility to overcome the research‐practice gap?

Contact Info

Product

Resources

About