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 | |
| 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 |
