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

Jan D. Vermunt; Maria Vrikki; Pete Dudley; Paul Warwick

doi:10.1016/j.tate.2023.104295

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

Jan D. Vermunt (Corresponding author)
, Maria Vrikki
, Pete Dudley
, Paul Warwick

Research output: Contribution to journal › Article › Academic › peer-review

23 Citations (Scopus)

236 Downloads (Pure)

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.

Original language	English
Article number	104295
Pages (from-to)	1-11
Number of pages	11
Journal	Teaching and Teacher Education
Volume	133
DOIs	https://doi.org/10.1016/j.tate.2023.104295
Publication status	Published - Oct 2023

Funding

This project was funded by London School Excellence Fund, London Borough of Camden (RG72328). We particularly thank colleagues at the Camden School Improvement Services for the collaboration and the teachers who participated in the project.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

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

Access to Document

10.1016/j.tate.2023.104295Licence: CC BY

Vermunt et (2023) TaTEFinal published version, 1.87 MBLicence: CC BY

Cite this

@article{de840ce0e77c487da1cf02f18247bd6c,

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

abstract = "This paper aims to understand how teachers{\textquoteright} 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.",

keywords = "teacher learning, Professional development, Lesson study, Learning patterns, Dialogue, Teacher identity, Teacher learning",

author = "Vermunt, \{Jan D.\} and Maria Vrikki and Pete Dudley and Paul Warwick",

year = "2023",

month = oct,

doi = "10.1016/j.tate.2023.104295",

language = "English",

volume = "133",

pages = "1--11",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier",

}

TY - JOUR

T1 - Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study

AU - Vermunt, Jan D.

AU - Vrikki, Maria

AU - Dudley, Pete

AU - Warwick, Paul

PY - 2023/10

Y1 - 2023/10

N2 - 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.

AB - 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.

KW - teacher learning

KW - Professional development

KW - Lesson study

KW - Learning patterns

KW - Dialogue

KW - Teacher identity

KW - Teacher learning

UR - https://www.scopus.com/pages/publications/85167441242

U2 - 10.1016/j.tate.2023.104295

DO - 10.1016/j.tate.2023.104295

M3 - Article

SN - 0742-051X

VL - 133

SP - 1

EP - 11

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104295

ER -

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

Abstract

Funding

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Cite this