The impact of Lesson Study professional development on the quality of teacher learning

被引：88

作者：

Vermunt, Jan D. ^{[1
,3
]}

Vrikki, Maria ^{[1
]}

van Halem, Nicolette ^{[2
]}

Warwick, Paul ^{[1
]}

Mercer, Neil ^{[1
]}

机构：

[1] Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England

[2] Vrije Univ Amsterdam, Fac Behav & Movement Sci, Amsterdam, Netherlands

[3] Eindhoven Univ Technol, Eindhoven Sch Educ, POB 513, NL-5600 MB Eindhoven, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 81卷

关键词：

STUDENT-TEACHERS; HIGHER-EDUCATION; DISCOURSE; PATTERNS;

D O I：

10.1016/j.tate.2019.02.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页码：61 / 73

页数：13

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