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

By Jan D. Vermunt, M. Vrikki, Nicolette van Halem, P. Warwick, Neil Mercer. Teaching and Teacher Education : An International Journal of Research and Studies, 2019

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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.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/8a908fa8865f45b797e16d592698ab5662049f31