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. Attached Files Name Description MIMEType Size Downloads widjaja-teachersprofessional-post-2015.pdf Accepted version application/pdf 1.15MB 478 Title Teachers’ professional growth through engagement with lesson study Author(s) Widjaja, Wanty orcid.org/0000-0002-7288-6088 Vale, Colleen orcid.org/0000-0002-9070-7071 Groves, Susie orcid.org/0000-0003-4019-5554 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 1573-1820 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? Yes Free to Read Start Date 2018-09-01 Persistent URL http://hdl.handle.net/10536/DRO/DU:30080380 Document type: Journal Article Collections: Faculty of Arts and Education Centre for Research in Educational Futures and Innovation Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Sun, 27 Dec 2015, 22:16:29 EST Sun, 27 Dec 2015, 22:25:37 EST Sun, 27 Dec 2015, 22:30:00 EST Sun, 27 Dec 2015, 22:31:03 EST Sun, 27 Dec 2015, 22:31:49 EST Sun, 27 Dec 2015, 22:39:03 EST Mon, 28 Dec 2015, 04:00:13 EST Sat, 09 Jan 2016, 05:09:36 EST Wed, 29 Jun 2016, 16:06:53 EST Wed, 29 Jun 2016, 16:18:32 EST Wed, 29 Jun 2016, 16:20:47 EST Wed, 29 Jun 2016, 16:35:44 EST Wed, 29 Jun 2016, 16:44:26 EST Wed, 06 Jul 2016, 15:48:18 EST Mon, 16 Jan 2017, 12:45:20 EST Wed, 01 Mar 2017, 07:38:03 EST Mon, 14 Aug 2017, 12:29:03 EST Mon, 14 Aug 2017, 12:30:20 EST Mon, 07 May 2018, 14:46:04 EST Mon, 07 May 2018, 14:47:07 EST Mon, 03 Sep 2018, 13:37:49 EST Fri, 07 Sep 2018, 19:23:05 EST Filtered Full Citation counts:   Cited 25 times in TR Web of Science Cited 31 times in Scopus Search Google Scholar Access Statistics: 634 Abstract Views, 494 File Downloads  -  Detailed Statistics Created: Sun, 27 Dec 2015, 22:39:03 EST