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

Schipper, Tijmen; Goei, Sui Lin; Vries, Siebrich de; Veen, Klaas van

doi:10.1016/j.tate.2017.09.015

Cited by 79 publications

(83 citation statements)

References 48 publications

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“…Student teachers learn theoretical aspects of teaching at college and they expect to merge them with routine practices at schools through the mentoring process (Coe et al, 2010). As Meyer and Wilkerson (2011) (Schipper, Goei, de Vries, & van Veen, 2017).…”

Section: Improving Professional Practices In Schoolsmentioning

confidence: 87%

“…In the process of implementing LS, new, creative, innovative ideas emerge and are tried in an experimental way that may impact teachers' professional practices (Chassels & Melville, 2009;Inprasitha, 2015;Lewis & Perry, 2014;Schipper et al, 2017). Moreover, LS can activate inquiry that helps teachers to dive into vast resources and come up with new methods, solutions and practices that may improve their teaching and influence students' competencies (Chassels & Melville, 2009).…”

Section: Experimenting With Innovationsmentioning

confidence: 99%

“…Time is an important resource in facilitating and accomplishing the implementation of LS (Coe et al, 2010;Meyer & Wilkerson, 2011). Teachers have to implement LS cycles which in some cases goes to a second or more phases until a fine version of the lesson has been developed (Leavy & Hourigan, 2016;Schipper et al, 2017). In many contexts, it has been difficult for teachers to go to the second or third phase of LS cycles due to limitation of time (Hart & Carriere, 2011).…”

Section: Ls Requires Ample Time To Implementmentioning

confidence: 99%

“…Chassels & Melville (2009) indicate that some teachers held beliefs and practices of individualism and never changed those beliefs even after participating in a series of LS cycles. The consequences of the seclusion behaviours is a fragmented learning achievement, as some teachers develop new knowledge that improved teaching practices and others did not learn any new knowledge (Schipper et al, 2017).…”

Section: Seclusion Behaviour Of the Teacher Affects Lsmentioning

confidence: 99%

See 3 more Smart Citations

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Kihwele¹

2020

AJOTE

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Lesson Study (LS) has been adopted worldwide as a research tool for teachers who teach the same subjects to cooperate in identifying problems, planning a lesson, teaching that lesson and coming up with solutions to the problem identified. This helps them grow professionally. This study is a review of approaches to implementing LS in different places, of opportunities that the use of LS provides, and of constraints on its effectiveness and sustainability. In this study, 30 published research articles were thoroughly studied and analyzed so as to answer three key questions that serve as its underpinning. The findings show that the methods used to implement LS vary in many places. However, in several cases, LS practitioners try to implement the original structure of LS as it was implemented in Japan in the 1960s. The findings show that LS affords more pedagogical opportunities than constraint: teachers learn new professional skills and knowledge and they improve their understanding of the subject matter and change their attitudes, beliefs and views on collaborative working.

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Section: Improving Professional Practices In Schoolsmentioning

confidence: 87%

Section: Experimenting With Innovationsmentioning

confidence: 99%

Section: Ls Requires Ample Time To Implementmentioning

confidence: 99%

Section: Seclusion Behaviour Of the Teacher Affects Lsmentioning

confidence: 99%

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Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Kihwele¹

2020

AJOTE

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“…There are other approaches taken in improving teacher pedagogical competence, namely through lesson study activities [13]. In the field of early childhood education, a teacher must have broad multidisciplinary knowledge, in addition to mastering the science of children, they must master certain fields for example, mathematics, information technology and science [14].…”

Section: Discussionmentioning

confidence: 99%

Teaching Competency Development for Early Childhood Education

Rahminawati¹,

Hakim²,

Sobarna³

et al. 2020

Proceedings of the 2nd Social and Humaniora Research Symposium (SoRes 2019)

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Early Childhood Education Teachers in Indonesia still have below average standards, one of which is the standard of educators, most of the PAUD teachers in Indonesia are still high school graduates. The conditions above, of course, affect the quality of learning, so that not a few applications in the field of learning many "malpractice". The aim of this study is to improve teacher teaching competencies through training activities. The results of the preliminary study found several problems, including the teaching techniques of teachers which were still low or limited. The Efforts to fix the above problem starts with teaching basic skills training are questioning skills, provide reinforcement, explaining, managing a classroom, creating variations, open and close the lesson. The results of increased training in teaching competency development have progressed by 23.14%, increasing from 40.79% (pre-test) to 70.43% (post-test). The implication of this activity is that the participants are expected to be able to apply the teaching skills they have acquired at the same time they can teach their fellow teachers who did not participate in the training.

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Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

et al. 2023

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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex. In particular, this study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple‐case study with 24 teachers. The qualitative profile analysis suggests that the development of epistemic resources is closely related to teachers' attention to student ideas, student agency, and a balance between flexibility and productivity regardless of context. The analysis demonstrates that the development of epistemic resources can represent the degree of development of AdTex and provide a rich research pathway for future analysis.

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

Cited by 79 publications

References 48 publications

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review

Teaching Competency Development for Early Childhood Education

Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools

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