Teacher learning in the context of lesson study: a video-based analysis of teacher discussions

Maria Vrikki, Paul Warwick, Jan D. Vermunt, Neil Mercer, Nicolette van Halem

Research output: Contribution to journalArticleAcademicpeer-review

30 Citations (Scopus)

Abstract

This paper contributes to our understanding of teacher learning in the context of Lesson Study (LS), a model of professional development that involves collaborative lesson planning and evaluation. Video-recorded LS discussions of mathematics teachers based in London were analysed for this purpose. Two inter-related studies are presented: the first involved the construction of a reliable coding protocol for video analysis; the second used this protocol for coding 120 fragments of discussions amongst 91 teachers. Findings are discussed with reference to tests of reliability and results of multilevel analysis, which reveal differential effects of particular forms of interactions on learning processes.

Original languageEnglish
Pages (from-to)211-224
Number of pages14
JournalTeaching and Teacher Education
Volume61
DOIs
Publication statusPublished - Jan 2017
Externally publishedYes

Keywords

  • Dialogue
  • Lesson study
  • Professional development
  • Teacher learning

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