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

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Authors

  Dudley, Peter

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

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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

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

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