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44 results on '"DA PONTE, JOÃO PEDRO"'

1. Teacher Strategic Interventions to Support Students in Constructing the Model of the Situation in a Modelling Task

Author

Aroeira, António Júlio, Carreira, Susana, da Ponte, João Pedro, Kaiser, Gabriele, Series Editor, Stillman, Gloria Ann, Series Editor, Biembengut, Maria Salett, Editorial Board Member, Blum, Werner, Editorial Board Member, Doerr, Helen, Editorial Board Member, Galbraith, Peter, Editorial Board Member, Ikeda, Toshikazu, Editorial Board Member, Niss, Mogens, Editorial Board Member, Xie, Jinxing, Editorial Board Member, Siller, Hans-Stefan, editor, and Geiger, Vince, editor

Published
2024
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6. Theory and Practice of Lesson Study in Mathematics around the World

Author

Huang, Rongjin, Takahashi, Akihiko, da Ponte, João Pedro, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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7. Fitting Lesson Study to the Portuguese Context

Author

da Ponte, João Pedro, Quaresma, Marisa, Mata-Pereira, Joana, Baptista, Mónica, Kaiser, Gabriele, Editor-in-Chief, Quaresma, Marisa, editor, Winsløw, Carl, editor, Clivaz, Stéphane, editor, da Ponte, João Pedro, editor, Ní Shúilleabháin, Aoibhinn, editor, and Takahashi, Akihiko, editor

Published
2018
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10. Conhecimento profissional de professores universitários em um estudo de aula em cálculo

Author

Richit, Adriana, da Ponte, João Pedro, and Richit, Luiz Augusto

Subjects
Estudio de clase, Desarrollo profesional, Educación universitaria, Teacher professional development, Ensino Superior, Desarrollo del profesor, Professional knowledge, Cálculo (matemáticas superiores), Lesson study, Conocimiento, Conhecimento profissional, Conocimientos profesionales, Higher education, Cálculo, Estudo de aula, Estudio de casos, Desenvolvimento profissional
Abstract

A pesquisa, guiada pela questão ‘Que conhecimentos profissionais são mobilizados em um estudo de aula com professores universitários que ensinam Cálculo Diferencial e Integral?’, envolveu oito docentes de instituições de Ensino Superior da região sul do Brasil que se dedicam à formação de futuros professores de Matemática. O estudo de aula, estruturado em doze encontros semanais de duas horas, abordou ‘Máximos e Mínimos’, um tópico de Cálculo. A análise qualitativa evidenciou que o foco e a dinâmica do estudo de aula mobilizaram e aprofundaram conhecimentos profissionais relativos à Matemática, à Didática da Matemática e à Missão do formador de futuros professores de Matemática., La investigación, guiada por la pregunta “¿Qué conocimiento profesional se moviliza en un estudio de aula realizado con profesores universitarios que enseñan Cálculo Diferencial e Integral?”, involucró a ocho profesores de instituciones de enseñanza superior del sur de Brasil que se dedican a la formación de futuros profesores de Matemática en la educación básica. El estudio de clase, estructurado en doce encuentros semanales, abordó el tema de “Máximos y Mínimos”. El análisis cualitativo mostró que el enfoque y la dinámica del estudio de aula movilizaron y permitieron profundizar en conocimientos profesionales relativos a las Matemáticas, a la Didáctica de las Matemáticas y a la misión del formador de futuros profesores de Matemáticas., The research, guided by the question “What professional knowledge is mobilized in a Calculus lesson study conducted with university instructors?”, involved eight instructors from higher education institutions in southern Brazil who are dedicated to the training of prospective mathematics teachers. The lesson study, structured in twelve weekly two-hour meetings, addressed the topic “maxima and minima”. The qualitative analysis showed that the approach and dynamics of lesson study mobilized and deepened professional knowledge regarding mathematics, mathematics didactics and the mission of the trainer of future mathematics teachers.

Published
2022

11. PROSPECTIVE MATHEMATICS TEACHERS' VIEWS OF THEIR LEARNING IN A LESSON STUDY.

Author

da Ponte, João Pedro, Quaresma, Marisa, and Mata-Pereira, Joana

Subjects
*MATHEMATICS education, *MATHEMATICS teachers, *TEACHERS, *LEARNING, *CLASSROOMS, *LESSON planning, *QUALITATIVE research
Abstract

We aim to identify what prospective mathematics teachers indicated that they learned regarding mathematics and mathematics teaching as they participated in a lesson study. The theoretical framework is supported by models about teachers' knowledge and prospective teachers learning processes. The methodology is qualitative and interpretative, with data collected by interviews and documents made by participants. The participants indicated to understand the importance of different representations in mathematics. They also indicated to appreciate the value of the detailed planning of the lesson, the careful selection of tasks, the analysis of possible student strategies and difficulties, and the preparation of classroom communication. [ABSTRACT FROM AUTHOR]

Published
2023
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12. Aprendizagens Profissionais de Professores Evidenciadas em Pesquisas sobre Estudos de Aula

Author

Richit, Adriana [UNESP], da Ponte, João Pedro, Quaresma, Marisa, Universidade Estadual Paulista (UNESP), Universidade Federal da Fronteira Sul (UFFS), University of Georgia (UGA), and Instituto de Educação da Universidade de Lisboa (IEUL)

Subjects
Professional Practice Changes, Teacher Professional Development, Lesson Study, Professional Learning
Abstract

Made available in DSpace on 2022-04-28T19:43:25Z (GMT). No. of bitstreams: 0 Previous issue date: 2021-01-01 Originating in Japan, the lesson study (jugyo kenkyu) is a collaborative and reflective teacher professional development process, centered on the teaching practice. Due to its development dynamics and possibilities to promote professional learning, the lesson study has been carried out and investigated in several countries around the world. In this article, we strive to identify and discuss aspects related to the professional learning of mathematics teachers, developed or deepened in research that focuses on lesson study. Our analysis is made on a set of 32 works on the subject, selected from high impact journals, indexed in Scopus, which examine the possibilities and contributions of lesson study to the professional development of teachers who teach mathematics. We evidence, through a qualitative analysis, that the participation in lesson study provides the participants with professional learning in three central domains: Mathematics, mathematics teaching, and professional culture. Such learning promotes the professional development of teachers favoring changes in their professional practices, dispositions, values, and knowledge. Universidade Estadual Paulista (UNESP), São Paulo Universidade Federal da Fronteira Sul (UFFS), Rio Grande do Sul University of Georgia (UGA) Instituto de Educação da Universidade de Lisboa (IEUL) Universidade Estadual Paulista (UNESP), São Paulo

Published
2021

13. CONHECIMENTOS PROFISSIONAIS EVIDENCIADOS EM ESTUDOS DE AULA NA PERSPECTIVA DE PROFESSORES PARTICIPANTES

Author

RICHIT, ADRIANA and DA PONTE, JOÃO PEDRO

Subjects
Didática da Matemática, Lesson Study, Estudos de aula, Teachers’ professional knowledge, Teacher’s professional development. Didactics of mathematics, Conhecimento profissional docente, Basic school, Ensino básico, Desenvolvimento profissional de professor
Abstract

The article aims to identify the professional knowledgeevidenced by basic public school teachers of Lisbon who participated inlesson studies. Underlying these lesson studies was an exploratory approachof mathematical topics. The research methodology is qualitative andinterpretive, with data collection by semi-structured interviews to seventeachers and a content analysis of their testimonials. The results showthat the lesson studies mobilized teachers’ mathematics and didactics ofmathematics knowledge. Regarding mathematics, the teachers highlightedthat the lesson studies favored the deepening of knowledge about topicscovered given the emphasis on the mathematical properties. In regarding todidactics of mathematics, the participants considered that the lesson studiesled them to value lesson planning, to develop the ability to analyze anddesign exploratory mathematical tasks and to promote the communicationof mathematical ideas in the classroom. They also felt that they developedtheir ability to identify students’ ways of thinking and reasoning processes,and to perceive their mathematical difficulties. O artigo identifica os conhecimentos profissionais evidenciadospor professores do ensino básico de escolas públicas de Lisboa participantesem estudos de aula. A investigação, qualitativa e interpretativa, baseou-se ementrevistas semiestruturadas a sete professores, sendo feita uma análise deconteúdo dos seus depoimentos. Os resultados evidenciam que os estudos deaula mobilizaram conhecimentos profissionais de matemática e de didáticada matemática. Relativamente à matemática, os professores destacaram queo estudo de aula favoreceu o aprofundamento dos conhecimentos sobre ostópicos abordados a partir da ênfase nas suas propriedades matemáticas.Acerca da didática da matemática, consideraram que os estudos de aulalevaram-nos a valorizar o planejamento da aula, a desenvolver a capacidadede analisar e elaborar tarefas matemáticas exploratórias e de promover acomunicação das ideias matemáticas na sala de aula. Consideraram, também,ter desenvolvido a capacidade de identificar os modos de pensar e processosde raciocínio dos alunos e perceber suas dificuldades matemáticas.

Published
2020

14. DEVELOPING COLLABORATIVE RELATIONSHIPS IN LESSON STUDY.

Author

Quaresma, Marisa and da Ponte, João Pedro

Subjects
*STUDY groups (Education), *PRIMARY school teachers, *ACQUISITION of data, *SOUND recording & reproducing, *MIDDLE school teachers
Abstract

We discuss how collaborative relationships may develop in lesson study groups, paying attention to the critical incidents that may arise. This qualitative research study is based on two lesson studies with primary and middle school teachers. Data were collected through a researcher's journal, audio records of working sessions, video records of research lessons, post lesson reflections, and individual interviews. In the two cases, the collaborative relationships developed as common aims and ways of productive joint work emerged. In the development of these relationships, several critical incidents had a strong influence, in some cases positive and in other cases negative. [ABSTRACT FROM AUTHOR]

Published
2021
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15. Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development

Author

Akiba, Motoko, Murata, Aki, Howard, Cassie, Wilkinson, Bryan, Fabrega, Judith, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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16. How Lesson Study Helps Student Teachers Learn How to Teach Mathematics through Problem-Solving: Case Study of a Student Teacher in Japan

Author

Nakamura, Koichi, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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17. Designing and Adapting Tasks in Lesson Planning: A Critical Process of Lesson Study

Author

Fujii, Toshiakira, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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18. Learning While Leading Lesson Study

Author

Lewis, Jennifer M., Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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19. The Use of Lesson Study to Unpack Learning Trajectories and Deepen Teachers’ Horizon Knowledge

Author

Suh, Jennifer, Birkhead, Sara, Galanti, Terrie, Farmer, Rachelle, Seshaiyer, Padmanabhan, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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20. Implementing Mathematics Teaching that Promotes Students’ Understanding Through Theory-Driven Lesson Study

Author

Huang, Rongjin, Gong, Zikun, Han, Xue, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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21. Lesson Study in a Mathematics Methods Course: Overcoming Cultural Barriers

Author

Peterson, Blake E., Teuscher, Dawn, Ricks, Thomas E., Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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22. Lesson Study in Mathematics Initial Teacher Education in England

Author

Baldry, Fay, Foster, Colin, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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23. Lesson Study for Preservice Teachers

Author

Lewis, Jennifer M., Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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24. Representing Instructional Improvement in Lesson Study through Principled Analysis of Research Lessons in Singapore: A Case of Equivalent Fractions

Author

Fang, Yanping, Wang, Xiong, Kim-Eng, Christine Lee, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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25. Developing Learning Communities through Lesson Study

Author

Gunnarsdóttir, Guðný Helga, Pálsdóttir, Guðbjörg, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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26. Implementing a New Mathematics Curriculum in England: District Research Lesson Study as a Driver for Student Learning, Teacher Learning and Professional Dialogue

Author

Dudley, Peter, Warwick, Paul, Vrikki, Maria, Vermunt, Jan D., Mercer, Neil, van Halem, Nicolette, Karlsen, Anne Mette Færøyvik, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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27. Capturing Changes and Differences in Teacher Reflection through Lesson Study: A Comparison of Two Culturally Diverse Malaysian Primary Schools

Author

Kor, Liew Kee, Tan, Saw Fen, Lim, Chap Sam, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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28. What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity

Author

Clivaz, Stéphane, Ni Shuilleabhain, Aoibhinn, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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29. A Case of Lesson Study in South Africa

Author

Adler, Jill, Alshwaikh, Jehad, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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30. Using School-Wide Collaborative Lesson Research to Implement Standards and Improve Student Learning: Models and Preliminary Results

Author

Takahashi, Akihiko, McDougal, Thomas, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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31. The Origin and Development of Lesson Study in Japan

Author

Makinae, Naomichi, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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32. Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case?

Author

Watanabe, Tad, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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33. Teaching for Robust Understanding with Lesson Study

Author

Schoenfeld, Alan, Dosalmas, Angela, Fink, Heather, Sayavedra, Alyssa, Tran, Karen, Weltman, Anna, Zarkh, Anna, Zuniga-Ruiz, Sandra, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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34. Developing Teachers’ Expertise in Mathematics Instruction as Deliberate Practice through Chinese Lesson Study

Author

Han, Xue, Huang, Rongjin, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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35. Theorizing Professional Learning through Lesson Study Using the Interconnected Model of Professional Growth

Author

Widjaja, Wanty, Vale, Colleen, Groves, Susie, Doig, Brian, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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36. Doing and Investigating Lesson Study with the Theory of Didactical Situations

Author

Bahn, Jacob, Winsløw, Carl, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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37. How Could Cultural-Historical Activity Theory Inspire Lesson Study?

Author

Wei, Ge, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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38. How Does Lesson Study Work? Toward a Theory of Lesson Study Process and Impact

Author

Lewis, Catherine, Friedkin, Shelley, Emerson, Katherine, Henn, Laura, Goldsmith, Lynn, Kaiser, Gabriele, Series Editor, Sriraman, Bharath, Series Editor, Borba, Marcelo C., Editorial Board Member, Cai, Jinfa, Editorial Board Member, Knipping, Christine, Editorial Board Member, Kwon, Oh Nam, Editorial Board Member, Schoenfeld, Alan, Editorial Board Member, Huang, Rongjin, editor, Takahashi, Akihiko, editor, and da Ponte, João Pedro, editor

Published
2019
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40. Collaborative Lesson Research (CLR)

Author

Takahashi, Akihiko, McDougal, Thomas, Kaiser, Gabriele, Editor-in-Chief, Quaresma, Marisa, editor, Winsløw, Carl, editor, Clivaz, Stéphane, editor, da Ponte, João Pedro, editor, Ní Shúilleabháin, Aoibhinn, editor, and Takahashi, Akihiko, editor

Published
2018
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