Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education

Tijmen M. Schipper*, Rikkert M. van der Lans, Siebrich de Vries, Sui Lin Goei, Klaas van Veen

*Corresponding author for this work

Research output: Contribution to JournalArticle

Abstract

Adaptive teaching has become increasingly important in research and practice. However, its complexity calls for effective professional development approaches, such as Lesson Study, that may promote adaptive teaching practices. This study uses a quasi-experimental mixed-methods design, consisting of stimulated recall interviews and classroom observation instruments, to determine whether participating in Lesson Study leads to more adaptive teaching practices in both teachers’ perceptions and behavior. Although intervention group teachers reported various important changes in their perceptions about adaptive teaching and their (adaptive) teaching behavior, no intervention effects were found. This raises questions about how adaptive teaching can be defined and measured.

Original languageEnglish
Article number102961
Pages (from-to)1-13
Number of pages13
JournalTeaching and Teacher Education
Volume88
Early online date12 Nov 2019
DOIs
Publication statusPublished - 1 Feb 2020

    Fingerprint

Keywords

  • Adaptive teaching
  • Classroom observation
  • Lesson study
  • Stimulated recall interviews

Cite this