A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study

被引：41
作者：
Bae, Christine Lee [1 ]
Hayes, Kathryn N. [2 ]
Seitz, Jeffery [3 ]
O'Connor, Dawn [4 ]
DiStefano, Rachelle [5 ]
机构：
[1] Virginia Commonwealth Univ, Dept Fdn Educ, 1015 W Main St,POB 842020,Oliver Hall,Room 4074, Richmond, VA 23284 USA
[2] Calif State Univ East Bay, Dept Educ Leadership, 25800 Carlos Bee Blvd, Hayward, CA 94542 USA
[3] Calif State Univ East Bay, Dept Earth & Environm Sci, 25800 Carlos Bee Blvd, Hayward, CA 94542 USA
[4] Alameda Cty Off Educ, 313 W Winton Ave, Hayward, CA 94544 USA
[5] Calif State Univ East Bay, Inst STEM Educ, South Sci 142, 25800 Carlos Bee Blvd, Hayward, CA 94542 USA
来源：
TEACHING AND TEACHER EDUCATION | 2016年 / 60卷
基金：
美国国家科学基金会;
关键词：
Lesson study; Professional learning; Teacher change; Middle school; Science; Coding; PEDAGOGICAL CONTENT KNOWLEDGE; INSTRUCTIONAL PRACTICES; LANGUAGE; BELIEFS; COMMUNITIES; STANDARDS; EDUCATION; IMPACT; IMPROVEMENT; DISCOURSE;
D O I：
10.1016/j.tate.2016.08.016
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Although lesson study is increasingly adopted in the United States (U.S.), the impact of lesson study on teacher learning is uncertain. This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts. To present examples of the codes in use, a subset of codes related to change in teacher knowledge and beliefs were applied to analyze teachers' professional discourse in three middle school science lesson study teams. Published by Elsevier Ltd.
引用
收藏
页码：164 / 178
页数：15
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