Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning

Thumbnail
View / Open Files
Authors
Dudley, P
Publication Date
2013-08
Journal Title
Teaching and Teacher Education
ISSN
0742-051X
Publisher
Elsevier BV
Volume
34
Pages
107-121
Language
en
Type
Article
Metadata
Show full item record
Citation
Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils' learning. Teaching and Teacher Education, 34 107-121. https://doi.org/10.1016/j.tate.2013.04.006
Keywords
4 Quality Education
Identifiers
External DOI: https://doi.org/10.1016/j.tate.2013.04.006
This record's URL: https://www.repository.cam.ac.uk/handle/1810/286104
Rights
Licence:
http://www.rioxx.net/licenses/all-rights-reserved
Statistics



Total file downloads (since January 2020). For more information on metrics see the IRUS guide.