Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning
Name:
Publisher version
View Source
Access full-text PDFOpen Access
View Source
Check access options
Check access options
Abstract
Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.Citation
Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning 2016, 60:203 Teaching and Teacher EducationPublisher
ElsevierJournal
Teaching and Teacher EducationAdditional Links
http://linkinghub.elsevier.com/retrieve/pii/S0742051X16301615Type
Journal articleLanguage
enISSN
0742-051Xae974a485f413a2113503eed53cd6c53
10.1016/j.tate.2016.08.001
Scopus Count
Collections
The following licence applies to the copyright and re-use of this item:
- Creative Commons
Except where otherwise noted, this item's license is described as https://creativecommons.org/CC BY-NC-ND 4.0