Access the full text.
Sign up today, get DeepDyve free for 14 days.
A. Jørgensen (2011)
Spørg dig frem til en bedre tekstforståelse!: Anvendelse af elevgenererede spørgsmål som forståelsesstrategi i forbindelse med faglig læsning på mellemtrinnet, 4
D. Potari (2011)
Response to Part II: Emerging Issues from Lesson Study Approaches in Prospective Mathematics Teacher Education
J. Elliott (2015)
Towards a comprehensive pedagogical theory to inform lesson study: an editorial reviewInternational Journal for Lesson and Learning Studies, 4
P. Wood, Wasyl Cajkler (2016)
A participatory approach to Lesson Study in higher educationInternational Journal for Lesson and Learning Studies, 5
Anja Thorsten (2015)
How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a toolInternational Journal for Lesson and Learning Studies, 4
C. Lewis, Rebecca Perry, J. Hurd (2009)
Improving mathematics instruction through lesson study: a theoretical model and North American caseJournal of Mathematics Teacher Education, 12
Charlotte Skott, Thomas Kaas (2015)
Matematiklæreres planlægningspraksis og læringsmålstyret undervisning, 2015
E. Wenger (1998)
Communities of Practice: Learning, Meaning, and Identity
Dan Remenyi (2012)
Case Study Research
M. Pang, F. Marton (2013)
Interaction between the learners’ initial grasp of the object of learning and the learning resource affordedInstructional Science, 41
Rongjin Huang, Xue Han (2015)
Developing mathematics teachers’ competence through parallel lesson studyInternational Journal for Lesson and Learning Studies, 4
Sarah Reed, R. Miller, Tina Timm (2011)
Identity and AgencyPsychology of Women Quarterly, 35
Jeppe Skott (2015)
Towards a Participatory Approach to ‘Beliefs’ in Mathematics Education
C. Lewis, Rebecca Perry (2014)
Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning.Mathematics Teacher Education and Development, 16
Jeppe Skott (2013)
Understanding the role of the teacher in emerging classroom practices: searching for patterns of participationZDM, 45
A. Shúilleabháin (2016)
Developing mathematics teachers' pedagogical content knowledge in lesson study: Case study findingsInternational Journal for Lesson and Learning Studies, 5
Stéphane Clivaz (2015)
French Didactique des Mathématiques and Lesson Study: a profitable dialogue?International Journal for Lesson and Learning Studies, 4
C. Lewis, Rebecca Perry, Aki Murata (2006)
How Should Research Contribute to Instructional Improvement? The Case of Lesson StudyEducational Researcher, 35
O. Chapman (2013)
Mathematical-task knowledge for teachingJournal of Mathematics Teacher Education, 16
D. Holland (1998)
Identity and Agency in Cultural Worlds
PurposeThe purpose of this paper is twofold: first, to investigate the learning of individual teachers participating in lesson study collaboration by adapting a participatory framework about teacher learning; and second, to investigate the potential of this framework compared with other approaches used in lesson study research.Design/methodology/approachThe authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors conducted interviews before, between and after two rounds of lesson studies, and recorded the various lesson study activities.FindingsThis paper provides empirical insights into the complexity of teacher learning. By using the participatory framework, the authors identify significant shifts in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning.Research limitations/implicationsAlthough the study is small scale, both the insights into the different ways in which teachers participated and the theoretical insights might be valuable for other lesson study research approaches.Practical implicationsThis paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson study.Originality/valueThis paper fulfils a need to investigate individual teachers’ learning in lesson study collaborations. It also contributes to deeper theoretical understandings of teacher learning which have been called for in recent lesson study research.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Jul 10, 2017
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.