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Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study

Published version
Peer-reviewed

Repository DOI


Type

Article

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Authors

Vermunt, JD 
Dudley, P 

Abstract

This paper aims to understand how teachers’ learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professional identity, quality of dialogue, school support, Lesson Study, and student learning. The findings provide evidence of mechanisms through which professional development initiatives impact on teacher and student learning. Practical implications for realizing high-quality teacher learning are derived.

Description

Keywords

Teacher learning, Professional development, Lesson study, Learning patterns, Dialogue, Teacher identity

Journal Title

Teaching and Teacher Education

Conference Name

Journal ISSN

0742-051X
1879-2480

Volume Title

133

Publisher

Elsevier BV