Teacher professional learning through lesson study: teachers’ reflections
Abstract
This study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers’ engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers. This study application of a model of learning for analysis of teacher reflections on collaborative learning experiences. Understanding individual teacher reflections on LS experiences, are underrepresented in the literature in particular studies providing insights into conditions conducive and constraining to JPD.Citation
Fox, A. & Poultney, V. (2020). 'Teacher professional learning through lesson study: teachers' reflections'. International Journal for Lesson and Learning Studies, pp. 1-33.Publisher
EmeraldJournal
International Journal for Lesson and Learning StudiesDOI
10.1108/IJLLS-03-2020-0011Type
ArticleLanguage
enEISSN
2046-8253ae974a485f413a2113503eed53cd6c53
10.1108/IJLLS-03-2020-0011
Scopus Count
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