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

Learn More →

The development of teachers' knowledge in a lesson study

The development of teachers' knowledge in a lesson study This paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

The development of teachers' knowledge in a lesson study

Download PDF
14 pages

Loading next page...
 
/lp/emerald-publishing/the-development-of-teachers-knowledge-in-a-lesson-study-Bf0hlTp8AL
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-02-2022-0025
Publisher site
See Article on Publisher Site

Abstract

This paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

Keywords: Lesson study; Professional development; Didactic knowledge; Interconnected model of teacher professional growth; Primary teachers

References

  • The development of research supervisors’ pedagogical content knowledge in a lesson study project
    Agricola, B.T.; van der Schaaf, M.F.; Prins, J.; van Tartwijk, J.
  • Content knowledge for teaching: what makes it special?
    Ball, D.L.; Thames, M.H.; Phelps, G.
  • Drawing on a theoretical model to study students' understanding of fractions
    Charalambous, C.Y.; Pitta-Pantazi, D.
  • Elaborating a model of teacher professional growth
    Clarke, D.; Hollingsworth, H.
  • What knowledge do teachers use in lesson study? A focus on mathematical knowledge for teaching and levels of teacher activity
    Clivaz, S.; Ni Shuilleabhain, A.; Huang, R.; Takahashi, A.; Ponte, J.P.
  • Implementing Japanese lesson study in foreign countries: misconceptions revealed
    Fujii, T.
  • Developing teachers' and teaching researchers' professional competence in mathematics through Chinese lesson study
    Huang, R.; Su, H.; Xu, S.
  • Networking different theoretical perspectives
    Kidron, I.; Bikner-Ahsbahs, A.; Hodgson, B.; Kuzniak, A.; Lagrange, J.B.
  • Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms
    Leavy, A.; Hourigan, M.
  • How does lesson study work? Toward a theory of lesson study process and impact
    Lewis, C.; Friedkin, S.; Emerson, K.; Henn, L.; Goldsmith, L.; Huang, R.; Takahashi, A.; Ponte, J.P.
  • What can the teacher learn in the classroom?
    Margolinas, C.; Coulange, L.; Bessot, A.
  • Estudiando el conocimiento y el desarrollo profesional del profesorado de matemáticas
    Ponte, J.P.; Planas, N.
  • Teachers' learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth
    Ponte, J.P.; Quaresma, M.; Mata-Pereira, J.
  • Lesson study as a professional development process of mathematics teachers
    Ponte, J.P.; Quaresma, M.; Mata-Pereira, J.; Baptista, M.
  • Networking strategies and methods for connecting theoretical approaches: first step towards a conceptual framework
    Prediger, S.; Bikner-Ahsbahs, A.; Arzarello, F.
  • Developing collaborative relationships in lesson studies
    Quaresma, M.; Ponte, J.P.
  • Those who understand: knowledge growth in teaching
    Shulman, L.S.
  • Knowledge and teaching: foundations of the new reform
    Shulman, L.S.
  • Connecting observations of student and teacher learning: an examination of dialogic processes in lesson study discussions in mathematics
    Warwick, P.; Vrikki, M.; Vermunt, J.D.; Mercer, N.; van Halem, N.
  • Teachers' professional growth through engagement with lesson study
    Widjaja, W.; Vale, C.; Groves, S.; Doig, B.