Teachers’ professional growth through engagement with lesson study

Widjaja, Wanty, Vale, Colleen, Groves, Susie and Doig, Brian 2017, Teachers’ professional growth through engagement with lesson study, Journal of mathematics teacher education, vol. 20, no. 4, pp. 357-383, doi: 10.1007/s10857-015-9341-8.

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Title Teachers’ professional growth through engagement with lesson study
Author(s) Widjaja, WantyORCID iD for Widjaja, Wanty orcid.org/0000-0002-7288-6088
Vale, ColleenORCID iD for Vale, Colleen orcid.org/0000-0002-9070-7071
Groves, Susie
Doig, BrianORCID iD for Doig, Brian orcid.org/0000-0001-8971-6619
Journal name Journal of mathematics teacher education
Volume number 20
Issue number 4
Start page 357
End page 383
Total pages 27
Publisher Springer
Place of publication Berlin, Germany
Publication date 2017-08
ISSN 1386-4416
Keyword(s) Lesson Study
Mathematics teaching
Professional growth
Professional learning
Summary Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002)Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth.
Language eng
DOI 10.1007/s10857-015-9341-8
Field of Research 130313 Teacher Education and Professional Development of Educators
130208 Mathematics and Numeracy Curriculum and Pedagogy
1302 Curriculum And Pedagogy
1303 Specialist Studies In Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Springer Science+Business Media Dordrecht
Free to Read? No
Free to Read Start Date 2018-09-01
Persistent URL http://hdl.handle.net/10536/DRO/DU:30080380

Document type: Journal Article
Collection: Centre for Research in Educational Futures and Innovation
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