The impact of Lesson Study professional development on the quality of teacher learning

Jan D. Vermunt; Maria Vrikki; Nicolette van Halem; Paul Warwick; Neil Mercer

doi:10.1016/j.tate.2019.02.009

The impact of Lesson Study professional development on the quality of teacher learning

Jan D. Vermunt^*, Maria Vrikki, Nicolette van Halem, Paul Warwick, Neil Mercer

^*Corresponding author for this work

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

Abstract

This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.

Original language	English
Pages (from-to)	61-73
Number of pages	13
Journal	Teaching and Teacher Education
Volume	81
Early online date	9 Mar 2019
DOIs	https://doi.org/10.1016/j.tate.2019.02.009
Publication status	Published - May 2019

Funding

This research was made possible through a grant of the London School Excellence Fund, London Borough of Camden ( RG72328 ). We thank our colleagues at the Camden School Improvement Services and the teachers who participated in the study for their collaboration on the project.

Funders	Funder number
London Borough of Camden	RG72328
London School Excellence Fund

UN SDGs

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

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10.1016/j.tate.2019.02.009

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title = "The impact of Lesson Study professional development on the quality of teacher learning",

abstract = "This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.",

author = "Vermunt, {Jan D.} and Maria Vrikki and {van Halem}, Nicolette and Paul Warwick and Neil Mercer",

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AU - Vermunt, Jan D.

AU - Vrikki, Maria

AU - van Halem, Nicolette

AU - Warwick, Paul

AU - Mercer, Neil

PY - 2019/5

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N2 - This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.

AB - This paper aims to increase our understanding of the impact of Lesson Study (LS) on the quality of teacher learning. It draws on longitudinal and cross-sectional data from three waves of data collection from 214 teachers engaged in LS during one full school year. The findings showed positive effects of Lesson Study on meaning-oriented and application-oriented teacher learning and a negative effect on problematic learning. Less experienced teachers showed the highest gain in meaning-oriented learning. The paper contributes to advancement of our theoretical understanding of teacher learning as it provides evidence of mechanisms through which professional development impacts teacher learning.

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

The impact of Lesson Study professional development on the quality of teacher learning

Abstract

Funding

UN SDGs

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