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Title
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Improving Teaching Does Improve Teachers: Evidence from Lesson Study
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Abstract/Description
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The authors comment on the article by Morris and Hiebert in three ways. First, they add thoughts about why improvement efforts often focus on teachers, rather than teaching. Second, they offer evidence from U.S. lesson study research that focus on teaching can improve both students' learning and teachers' learning. Finally, they suggest that the instructional products and common assessments advocated by Hiebert and Morris are not sufficient, and that they need to be accompanied by practice-based, collegial learning in which teachers build shared knowledge and commitments for the hard work of improvement. Their research indicates that lesson study focuses on teaching, but improves teachers as well, increasing mathematical knowledge and beliefs that support instructional improvement, as well as improving student learning. (Contains 2 figures.)
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Date
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2012
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In publication
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Journal of Teacher Education
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Volume
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63
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Issue
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5
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Pages
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368-375
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IRE Approach/Concept
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Lesson Study
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Scale Up
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Language
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en
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Open access/full-text available
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en
No
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ISSN
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0022-4871
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Grant number
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NSF Grants #REC 0633945 and #REC 0207259
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IES Grant #R305A07237
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Citation
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Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving Teaching Does Improve Teachers: Evidence from Lesson Study. Journal of Teacher Education, 63(5), 368–375. https://doi.org/10.1177/0022487112446633
The Lesson Study Group
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