Implementing a new mathematics curriculum in England: district research lesson study as a driver for student learning, teacher learning and professional dialogue

Pete Dudley, Paul Warwick, Maria Vrikki, Jan Vermunt, Neil Mercer, Nicolette van Halem, Anne Mette Færøyvik Karlsen

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

Against a backdrop of a transformation in teacher professional development and learning and state school organisation in England this century, this chapter describes a project which harnessed six cycles of Research Lesson Study at school and district level over two years to tailor the implementation of a new statutory curriculum in England to address the professional development needs of teachers and classroom learning needs of London students. It also reports the findings of research carried out during the project into how these teachers learned and developed this new curricular expertise and practice-knowledge through lesson study dialogues that supported student learning. It concludes by proposing future directions for teacher professional learning research and practice.
Original languageEnglish
Title of host publicationTheory and Practice of Lesson Study in Mathematics: An international perspective
EditorsRongjin Huang, Akihiko Takahashi, Joao Pedro da Ponte
Place of PublicationCham
PublisherSpringer
Chapter15
Pages285-315
Number of pages21
ISBN (Electronic)978-3-030-04031-4
ISBN (Print)978-3-030-04030-7
DOIs
Publication statusPublished - 30 May 2019

Publication series

NameAdvances in Mathematics Education

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    Dudley, P., Warwick, P., Vrikki, M., Vermunt, J., Mercer, N., van Halem, N., & Færøyvik Karlsen, A. M. (2019). Implementing a new mathematics curriculum in England: district research lesson study as a driver for student learning, teacher learning and professional dialogue. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and Practice of Lesson Study in Mathematics: An international perspective (pp. 285-315). (Advances in Mathematics Education). Springer. https://doi.org/10.1007/978-3-030-04031-4_15