Lesson Study Design Features for Supporting Collaborative Teacher Learning
Item
Title
Lesson Study Design Features for Supporting Collaborative Teacher Learning
Abstract/Description
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.
Author/creator
In publication
Volume
77
Pages
352-365
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0742-051X
Citation
Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson Study Design Features for Supporting Collaborative Teacher Learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012
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