The impact of Lesson Study professional development on the quality of teacher learning
Accepted version
Peer-reviewed
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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.
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Keywords
3901 Curriculum and Pedagogy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education
Journal Title
Teaching and Teacher Education
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Journal ISSN
0742-051X
1879-2480
1879-2480
Volume Title
81
Publisher
Elsevier
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Sponsorship
London Borough of Camden (unknown)