Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers' adaptive teaching practices in mainstream secondary education

被引：17

作者：

Schipper, Tijmen M. ^{[1
,2
]}

van der Lans, Rikkert M. ^{[4
]}

de Vries, Siebrich ^{[2
]}

Goei, Sui Lin ^{[1
,3
]}

van Veen, Klaas ^{[2
]}

机构：

[1] Windesheim Univ Appl Sci, Dept Human Movement & Educ, POB 10090,Campus 2-6, NL-8000 GB Zwolle, Netherlands

[2] Univ Groningen, Dept Teacher Educ, Grote Kruisstr 2-1, NL-9712 TS Groningen, Netherlands

[3] Vrije Univ Amsterdam, LEARN Res Inst, Van der Boechorstr 1, NL-1081 BT Amsterdam, Netherlands

[4] Tilburg Univ, Dept Methodol & Stat, Warandelaan 2, NL-5037 AB Tilburg, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2020年 / 88卷

关键词：

Adaptive teaching; Lesson study; Classroom observation; Stimulated recall interviews; DIFFERENTIATED INSTRUCTION; PROFESSIONAL-DEVELOPMENT; MENTORING CONVERSATIONS; CLASSROOM PROCESSES; KNOWLEDGE; MATHEMATICS; EFFICACY; IMPACT; PUPILS; IMPROVEMENT;

D O I：

10.1016/j.tate.2019.102961

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers' perceptions and behavior. Although intervention group teachers reported various important changes in their perceptions about adaptive teaching and their (adaptive) teaching behavior, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页数：13

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