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 | |
| Publication status | Published - Nov 2017 |
Funding
This work was supported by The Netherlands Organisation for Scientific Research (grant number: 023.005.105 ). Twenty-two teachers from eight secondary schools in the western and northern part of the Netherlands participated in this study. As part of a three year project, seven of these schools which were funded by the Dutch Ministry of Education ( LERO-V-027 ), aimed at improving the collaboration between schools and university teacher training programs by applying LS. In these schools, one or two LS teams participated ( Table 1 ). The remaining school (school #5) implemented LS school-wide which resulted in nine participating LS teams. As a consequence, half of the sample consists of teachers from this school. After several years of disappointing school results, this school was motivated to use LS as a means to stimulate adaptive teaching and create a cultural change within the school. All schools were committed to conduct LS and worked closely with the research team. The seventeen included teams used LS as a means to address adaptive teaching competence.
| Funders | Funder number |
|---|---|
| Netherlands Organisation for Scientific Research | 023.005.105 |
| Dutch Ministry of Education | LERO-V-027 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- Adaptive teaching competence
- Lesson Study
- Professional development
- School conditions
- Teacher professional growth
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