International Journal for Lesson and Learning Studies,
Journal Year:
2021,
Volume and Issue:
10(3), P. 286 - 301
Published: July 18, 2021
Purpose
The
purpose
of
this
paper
is
to
explore
the
merits
lesson
study
(LS)
as
a
research
approach
for
in
(science)
education.
A
was
developed
introduce
students
model-based
reasoning:
higher
order
thinking
skill
that
seen
one
major
reasoning
strategies
science.
Design/methodology/approach
Participants
LS
team
were
three
secondary
school
teachers
and
two
educational
researchers.
Additionally,
participant
fulfilled
both
roles.
Both
qualitative
quantitative
data
used
investigate
effect
on
formulate
focal
points
using
approach.
Findings
successfully
familiarized
with
reasoning.
Three
main
formulated
approach:
(1)
make
sure
support
question
researchers
bring
into
cycle,
(2)
take
account
supposed
answer
might
cause
extra
stress
an
(3)
state
role
clearly
at
beginning
cycle.
Originality/value
This
aims
whether
can
be
by
community.
European Journal of Education,
Journal Year:
2019,
Volume and Issue:
54(2), P. 202 - 217
Published: May 28, 2019
Abstract
In
this
article
we
review
the
evidence
of
impact
lesson
study
on
student
learning,
teacher
development,
teaching
materials,
curriculum,
professional
learning
and
system
enhancement.
We
argue
for
to
be
treated
holistically
as
a
vehicle
development
improvement
at
classroom,
school
levels
rather
than
curricular
or
pedagogical
intervention.
illustrate
need
approach
evaluating
through
complex
case
exemplar
which
used
Research
Lesson
Study
(a
form
popular
in
UK
Europe)
develop
teaching,
curriculum
local
capacity
across
schools
initially
involved
two‐year
mathematics
project
that
later
evolved
into
three
self‐sustaining,
voluntary
hubs
London.
discuss
resulting
changes
culture,
practice,
belief,
expectation
learning.
result
greater
policy
level
understanding
expanded
conception
transformation.
International Journal for Lesson and Learning Studies,
Journal Year:
2021,
Volume and Issue:
10(2), P. 138 - 149
Published: Jan. 22, 2021
Purpose
Lesson
study
is
one
of
the
most
adopted
models
teacher
professional
development.
However,
as
education
has
become
increasingly
digital,
this
aims
to
investigate
use
digital
tools
support
development
in
lesson
studies.
Design/methodology/approach
This
article
systematically
reviews
journal
articles
on
Findings
While
model
typically
based
premise
that
teachers
prepare
and
observe
a
at
school,
reviewed
research
suggests
open
new
ways
conduct
Six
themes
studies
are
identified:
analyzing
videos
from
teachers'
classrooms,
external
video
resources,
fictional
animations
complement
videos,
structured
work,
hybrid
collaboration
collaboration.
Opportunities
for
further
suggested.
Practical
implications
The
identified
can
inspire
practice
how
Originality/value
Little
attention
been
paid
International Journal of Educational Research Open,
Journal Year:
2023,
Volume and Issue:
4, P. 100242 - 100242
Published: Jan. 1, 2023
Recently,
there
have
been
calls
for
understanding
how
teachers'
professional
development
translates
into
effective
practice
and
the
challenges
involved.
This
study
responds
to
these
by
examining
Ghanaian
engagements
in
CPD
activities,
unpacking
process
of
their
learning
knowledge
contextualization
real
classroom
situations.
Framed
within
sociocultural
theory,
collected
data
from
16
Junior
High
School
teachers
(JHSs)
Central
region
using
in-depth
interviews
non-participant
observations.
The
findings
reveal
three
pathways
as
part
development:
(1)
formal
participation
continuing
education,
(2)
non-formal
forms,
particularly
workshops
in-service
training,
(3)
self-initiated
informal
activities.
further
that
activities
was
not
automatic
but
a
mediating
through
critical
reflection,
agency,
social
interaction.
follows
circuitous
path
five
stages,
influenced
context
practice,
depicted
cycle.
recommends
provide
realistic
experiences,
enabling
contextualize
implement
new
Teaching and Teacher Education,
Journal Year:
2023,
Volume and Issue:
133, P. 104295 - 104295
Published: Aug. 8, 2023
This
paper
aims
to
understand
how
teachers'
learning
relates
core
personal,
contextual
and
outcome
variables
in
Lesson
Study.
Primary
secondary
Mathematics
teachers
from
59
schools
formed
Study
groups.
214
participated
at
least
one
of
three
surveys
during
the
research
year.
Data
were
analysed
with
correlational,
reliability,
factor
regression
analyses.
Results
showed
strong
linkages
between
teacher
learning,
professional
identity,
quality
dialogue,
school
support,
Study,
student
learning.
The
findings
provide
evidence
mechanisms
through
which
development
initiatives
impact
on
Practical
implications
for
realizing
high-quality
are
derived.
Teaching and Teacher Education,
Journal Year:
2023,
Volume and Issue:
126, P. 104067 - 104067
Published: March 9, 2023
Classroom
dialogue
is
considered
productive
for
learning
but
rarely
observed,
and
practitioner
professional
development
needed.
This
study
investigated
how
67
teachers
across
educational
phases
in
six
countries
contextualised
the
T-SEDA
inquiry
toolkit
to
conduct
classroom
inquiries
develop
new
practices.
Surveys
reports
yielded
insights
into
agency
was
further
developed,
with
implications
sustainability.
Change
evident
self-reported
enhanced
awareness
understanding
of
use
dialogic
strategies.
Increases
students'
participation
plans
dissemination
colleagues
were
reported.
Teacher Development,
Journal Year:
2024,
Volume and Issue:
28(4), P. 534 - 552
Published: Feb. 26, 2024
This
study
aimed
to
build
an
integrative
model
of
the
interrelations
between
pedagogical
training,
teacher
regulation
skills,
learning
patterns
and
student-centred
teaching
approach.
Self-reported
questionnaire
data
were
collected
from
378
higher
education
teachers
analysed
using
structural
equation
modelling.
The
findings
indicated
that
training
was
related
teachers'
their
development,
which
further
connected
both
meaning-oriented
application-oriented
learning.
However,
only
adopting
a
approach,
while
not.
Teacher
negatively
problematic
learning,
meaning
those
who
did
not
regulate
development
more
often
reported
pattern
towards
Thus,
skills
are
important
in
terms
highlight
importance
quality
increasing
teaching.
Journal of Integrated Elementary Education,
Journal Year:
2023,
Volume and Issue:
3(2), P. 120 - 136
Published: Sept. 29, 2023
Professional
development
plays
a
pivotal
role
in
ensuring
high-quality
education.
Well-designed
activities
empower
teachers
and
improve
instructional
delivery.
Therefore,
this
study
examines
the
alignment
of
teacher
professional
with
classroom
practices
to
meet
learner
needs.
The
conducted
systematic
literature
review
using
PRISM
approach,
focusing
on
research
from
2003
2023
EBSCO,
Google
Scholar,
other
repositories.
Only
open-sourced
peer-reviewed
English
was
considered.
findings
emphasize
that
aims
equip
educators
contemporary
knowledge,
skills,
values,
attitudes
enhance
teaching
learning
excellence.
When
structured
effectively,
these
boost
pedagogical
prowess
academic
outcomes.
highlights
significance
tailored,
learner-centered
approaches
ongoing
opportunities
performance.
To
facilitate
effective
development,
introduces
Learner-Centered
Teacher
Development
Model
(LCTPD).
It
recommends
integrating
quality-driven,
suitable
advance
learners'
Professional Development in Education,
Journal Year:
2020,
Volume and Issue:
49(3), P. 518 - 535
Published: Nov. 19, 2020
This
study
tested
the
relationship
between
principals'
instructional
leadership,
teacher
collective
efficacy,
commitment,
and
professional
learning
in
Iranian
primary
schools.
Survey
data
collected
from
121
principals
886
teachers
schools
Mashhad
city,
Iran
were
analysed
using
confirmatory
factor
analysis,
structural
equation
modelling,
bootstrapping.
Findings
confirmed
a
partial
mediation
model
whereby
principal
leadership
has
both
direct
indirect
effects
on
learning.
The
research
also
revealed
how
leaders
influence
of
through
teacher's
commitment.
present
contributes
to
literature
by
investigating
key
role
principal's
supporting
Research Papers in Education,
Journal Year:
2021,
Volume and Issue:
37(6), P. 1165 - 1188
Published: June 1, 2021
A
multiple
case
study
has
been
carried
out
of
four
teacher
groups
who
engaged
in
collective
lesson
design,
observation,
and
reflection
to
support
their
professional
learning.
The
were
examined
on
what
how
they
learned
from
collaboration
over
time.
For
each
meeting,
teachers'
learning
logs
transcripts
analysed.
results
show
that
the
differed
amount,
consistency,
stability
self-reported
outcomes
throughout
meetings.
Differences
between
also
relate
number
type
dialogic
moves
teachers
within
group.
main
conclusion
includes
challenging
other
dialogues
supported
Additional
explanations
participation
facilitation
group.Keywords:
learning;
collaboration;
collaborative
activities;
dialogue;
secondary
education
