Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study

Tijmen Schipper*, Sui Lin Goei, Siebrich de Vries, Klaas van Veen

*Corresponding author for this work

    Research output: Contribution to JournalArticleAcademicpeer-review

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    Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (N = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils’ educational needs.

    Original languageEnglish
    Pages (from-to)109-120
    Number of pages12
    JournalInternational Journal of Educational Research
    Early online date8 Feb 2018
    Publication statusPublished - Mar 2018


    This work was supported by The Netherlands Organization for Scientific Research (NWO) under Grant Number: 023.005.105 .

    FundersFunder number
    Netherlands Organization for Scientific Research
    Nederlandse Organisatie voor Wetenschappelijk Onderzoek023.005.105


      • Adaptive teaching
      • Lesson study
      • Professional development
      • Quasi-experimental
      • Teacher self-efficacy


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