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

Group Vermunt

Onderzoeksoutput: Bijdrage aan tijdschrift › Tijdschriftartikel › Academic › peer review

7 Citaten (Scopus)

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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.

Originele taal-2	Engels
Artikelnummer	104295
Pagina's (van-tot)	1-11
Aantal pagina's	11
Tijdschrift	Teaching and Teacher Education
Volume	133
DOI's	https://doi.org/10.1016/j.tate.2023.104295
Status	Gepubliceerd - okt. 2023

Financiering

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. 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.

Financiers	Financiernummer
Camden School Improvement Services
London Borough of Camden	RG72328
London School Excellence Fund

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10.1016/j.tate.2023.104295Licentie: CC BY

Vermunt et (2023) TaTEDefinitieve gepubliceerde versie, 1,87 MBLicentie: CC BY

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Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. / Vermunt, Jan D. (Corresponding author); Vrikki, Maria; Dudley, Pete et al.
In: Teaching and Teacher Education, Vol. 133, 104295, 10.2023, blz. 1-11.

Onderzoeksoutput: Bijdrage aan tijdschrift › Tijdschriftartikel › Academic › peer review

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

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