Towards a Model for Teacher Professional Development in China: Introducing Keli

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Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “As teachers (and researchers) work together to study and improve annotated lesson plans from which they will teach, they have the opportunity to acquire new knowledge of content and pedagogy (Huang & Bao, 2006; Lampert & Graziani, 2009; Lewis & Tsuchida, 1998; Ma, 1999).”
Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers (2011, background): “Such activities may not be compatible with other instructional goals, or require too much time; perhaps more restricted programs could experiment with further adapting Japanese lesson study to their particular circumstances, or try other forms of lesson study, such as keli—China’s exemplary lesson d”
Linking Research to Practice: Teachers as Key Stakeholders in Mathematics Education Research (2012, background): “According to Huang and Bao (2006), development of the new model was to include the following key features:”