Professional growth in adaptive teaching competence as a result of Lesson Study

Tijmen Schipper; Sui Lin Goei; Siebrich de Vries; Klaas van Veen

doi:10.1016/j.tate.2017.09.015

Professional growth in adaptive teaching competence as a result of Lesson Study

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

^*Corresponding author for this work

Research output: Contribution to Journal › Article › Academic › peer-review

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Abstract

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

Original language	English
Pages (from-to)	289-303
Number of pages	15
Journal	Teaching and Teacher Education
Volume	68
Early online date	5 Oct 2017
DOIs	https://doi.org/10.1016/j.tate.2017.09.015
Publication status	Published - Nov 2017

Funding

This work was supported by The Netherlands Organisation for Scientific Research (grant number: 023.005.105 ).

Funders	Funder number
Nederlandse Organisatie voor Wetenschappelijk Onderzoek	023.005.105

Keywords

Adaptive teaching competence
Lesson Study
Professional development
School conditions
Teacher professional growth

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2017.09.015

Professional growth in adaptive teaching competence as a result of Lesson StudyFinal published version, 724 KBLicence: Article 25fa Dutch Copyright Act

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title = "Professional growth in adaptive teaching competence as a result of Lesson Study",

abstract = "Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.",

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author = "Tijmen Schipper and Goei, {Sui Lin} and {de Vries}, Siebrich and {van Veen}, Klaas",

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doi = "10.1016/j.tate.2017.09.015",

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AU - Schipper, Tijmen

AU - Goei, Sui Lin

AU - de Vries, Siebrich

AU - van Veen, Klaas

PY - 2017/11

Y1 - 2017/11

N2 - Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

AB - Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this.

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KW - Lesson Study

KW - Professional development

KW - School conditions

KW - Teacher professional growth

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ER -

Professional growth in adaptive teaching competence as a result of Lesson Study

Abstract

Funding

Keywords

UN SDGs

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