TY - JOUR
T1 - The impact of Lesson Study professional development on the quality of teacher learning
AU - Vermunt, Jan D.
AU - Vrikki, Maria
AU - van Halem, Nicolette
AU - Warwick, Paul
AU - Mercer, Neil
PY - 2019/3/9
Y1 - 2019/3/9
N2 - 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.
AB - 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.
KW - Teacher learning; professional development; learning patterns; professional learning; Lesson Study
UR - http://www.scopus.com/inward/record.url?scp=85062653607&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2019.02.009
DO - 10.1016/j.tate.2019.02.009
M3 - Article
SN - 0742-051X
VL - 81
SP - 61
EP - 73
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -