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Japanese lesson study : a numeracy coach's view

Doig, Brian, Groves, Susie, Vale, Colleen and Widjaja, Wanty 2016, Japanese lesson study : a numeracy coach's view, Teaching innovations, vol. 29, no. 2, pp. 89-97, doi: 10.5937/inovacije1602089D.

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Title Japanese lesson study : a numeracy coach's view
Translated title Јапански лекцију студија : кочија Нумерацy приказ
Author(s) Doig, Brian
Groves, Susie
Vale, Colleen
Widjaja, Wanty
Journal name Teaching innovations
Volume number 29
Issue number 2
Start page 89
End page 97
Total pages 9
Publisher University of Belgrade, Teacher Education Faculty
Place of publication Belgrade, Serbia
Publication date 2016
ISSN 0352-2334
Keyword(s) Japanese Lesson Study
Numeracy coaches
Teacher professional development
Summary This paper reports findings based on interview data from a professional teacher educator who was a Numeracy Coach for a group of schools that participated in a research project, Implementing structured problem-solving mathematics lessons through Lesson Study. The Numeracy Coach was a highly-skilled professional teacher educator, whose position was such that she was both a support person to the teachers and a participant in the project. Her insights into the processes and effects of Japanese Lesson Study, on teachers, as well as herself, are extremely enlightening, and form the data for this paper. While the evidence is from a single source, the evidence is consistent with other projects into the effectiveness of the Japanese model of Lesson Study. Aspects of the project with implications for teacher professional development are detailed.
Language eng
DOI 10.5937/inovacije1602089D
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C2 Other contribution to refereed journal
ERA Research output type X Not reportable
Copyright notice ©2016, University of Belgrade, Teacher Education Faculty
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Document type: Journal Article
Collections: School of Education
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