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The impact of Lesson Study professional development on the quality of teacher learning
ARTICLE

, , University of Cambridge, United Kingdom ; , VU University Amsterdam ; , , University of Cambridge, United Kingdom

TATE Volume 81, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Vermunt, J.D., 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: An International Journal of Research and Studies, 81(1), 61-73. Elsevier Ltd. Retrieved August 6, 2024 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.02.009

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