Lesson Study Design Features for Supporting Collaborative Teacher Learning

Item

Title

Lesson Study Design Features for Supporting Collaborative Teacher Learning

Abstract/Description

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.

Author/creator

Akiba, Motoko

Murata, Aki

Howard, Cassandra C.

Wilkinson, Bryan

In publication

Teaching and Teacher Education

Volume

77

Pages

352-365

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Keywords

collaboration

path analysis

surveys

teacher beliefs

teacher professional development

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0742-051X

DOI

10.1016/j.tate.2018.10.012

URL

Official Publisher's Webpage (ScienceDirect)

Full-text PDF Shared by Author (ResearchGate)

Citation

Akiba, M., Murata, A., Howard, C. C., & Wilkinson, B. (2019). Lesson Study Design Features for Supporting Collaborative Teacher Learning. Teaching and Teacher Education, 77, 352–365. https://doi.org/10.1016/j.tate.2018.10.012

Cited in

Defining Shared Principles of Improvement Research in Education

Abbreviation

Teaching and Teacher Education

Item sets

Handbook Chapter 12 Citations

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