1. The impact of Lesson Study professional development on the quality of teacher learning.
- Author
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Vermunt, Jan D., Vrikki, Maria, Warwick, Paul, Mercer, Neil, and van Halem, Nicolette
- Subjects
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TEACHING methods , *CAREER development , *TEACHER education , *EDUCATIONAL quality - Abstract
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. Highlights • Three patterns of teacher learning could be identified: meaning-oriented, application-oriented and problematic learning. • A reliable instrument to measure these teacher learning patterns was developed. • The study contributes to our understanding of the influence of teacher professional development on teacher learning. • Lesson Study has a beneficial effect on the quality of teacher learning. • Lesson Study has the highest impact on improving teachers' meaning-oriented learning. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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