Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme

A networked understanding of new mathematics teachers' learning, when participating in a... The purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.Design/methodology/approachTo explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.FindingsThe combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.Research limitations/implicationsAs the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.Practical implicationsIn Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.Originality/valueOutside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme

Download PDF
13 pages

Loading next page...
 
/lp/emerald-publishing/a-networked-understanding-of-new-mathematics-teachers-learning-when-T2GQMW12rn
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-03-2022-0038
Publisher site
See Article on Publisher Site

Abstract

The purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.Design/methodology/approachTo explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.FindingsThe combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.Research limitations/implicationsAs the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.Practical implicationsIn Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.Originality/valueOutside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

Keywords: New mathematics teachers; Lesson-study induction programme; Teacher learning; Networking strategies; Patterns of participation; The knowledge quartet

References

  • Conceptualizing inquiry-based education in mathematics
    Artigue, M.; Blomhøj, M.
  • Networking of theories for a multifaceted understanding on lesson study in the Italian context
    Capone, R.; Manolino, C.; Minisola, M.; Borko, H.; Potari, D.
  • Ny lærer - En evaluering af nyuddannede læreres møde med folkeskolen, Danmarks Evalueringsinstitut, København, Denmark, available at
    EVA
  • Improving the learning of newly qualified teachers in the induction year
    Haggarty, L.; Postlethwaite, K.; Diment, K.; Ellins, J.
  • The impact of induction and mentoring programs for beginning teachers: a critical review of the research
    Ingersoll, R.M.; Strong, M.
  • A literature review of lesson study in initial teacher education: perspectives about learning and observation
    Larssen, D.; Cajkler, W.; Mosvold, R.; Bjuland, R.; Helgevold, N.; Fauskanger, J.; Wood, P.; Baldry, F.; Jakobsen, A.; Bugge, H.E.; Næsheim-bjørkvik, G.
  • The development of a mathematics teacher's professional identity during her first year teaching
    Losano, L.; Fiorentini, D.; Villarreal, M.
  • Learning to teach in the figured world of reform mathematics: negotiating new models of identity
    Ma, J.Y.; Singer-Gabella, M.
  • Creating shared instructional products
    Morris, A.K.; Hiebert, J.
  • Analyzing teacher learning in lesson study: mathematical knowledge for teaching and levels of teacher activity
    Ní Shúilleabháin, A.; Clivaz, S.
  • The role of university-based induction in beginning elementary teacher enactment of effective mathematics teaching
    Schwartz, C.S.; Ticknor, A.S.
  • Changing experiences of being, becoming, and belonging: teachers' professional identity revisited
    Skott, J.
  • Adaptation of lesson study in a Danish context: displacements of teachers' work and power relations
    Skott, C.K.; Møller, H.
  • Lektionsstudier i dansk læreruddannelse
    Skott, C.K.; Østergaard, C.H.
  • New mathematics teachers' learning when participating in induction on mathematics education - a case study of two lower secondary teachers
    Skott, C.K.; Falkenberg, L.L.; Honoré, I.R.
  • Growth in teacher knowledge: individual reflection and community participation
    Turner, F.