Improving Teaching Does Improve Teachers: Evidence from Lesson Study
Item
Title
Improving Teaching Does Improve Teachers: Evidence from Lesson Study
Abstract/Description
The authors comment on the article by Morris and Hiebert in three ways. First, they add thoughts about why improvement efforts often focus on teachers, rather than teaching. Second, they offer evidence from U.S. lesson study research that focus on teaching can improve both students' learning and teachers' learning. Finally, they suggest that the instructional products and common assessments advocated by Hiebert and Morris are not sufficient, and that they need to be accompanied by practice-based, collegial learning in which teachers build shared knowledge and commitments for the hard work of improvement. Their research indicates that lesson study focuses on teaching, but improves teachers as well, increasing mathematical knowledge and beliefs that support instructional improvement, as well as improving student learning. (Contains 2 figures.)
Author/creator
Date
In publication
Volume
63
Issue
5
Pages
368-375
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Commentary/Editorial
Empirical
IRE Approach/Concept
Open access/full-text available
No
ISSN
0022-4871
DOI
10.1177/0022487112446633
Grant funding
Institute for Education Sciences (IES)
Grant number
NSF Grants #REC 0633945 and #REC 0207259
IES Grant #R305A07237
Other related resources/entities
Citation
Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers: Evidence from Lesson Study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633
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