The impact of Lesson Study professional development on the quality of teacher learning
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Publication Date
2019-05-01Journal Title
Teaching and Teacher Education
ISSN
0742-051X
Publisher
Elsevier
Volume
81
Pages
61-73
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Vermunt, J., Vrikki, M., van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81 61-73. https://doi.org/10.1016/j.tate.2019.02.009
Abstract
This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.
Sponsorship
London Borough of Camden (unknown)
Embargo Lift Date
2021-03-09
Identifiers
External DOI: https://doi.org/10.1016/j.tate.2019.02.009
This record's URL: https://www.repository.cam.ac.uk/handle/1810/300133
Rights
Licence:
http://creativecommons.org/licenses/by-nc-nd/4.0/