Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching

By William J. Cerbin, Bryan Kopp. 2006

272 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a6273757f853c7042160c2f31c4406f810e607a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Fer Coenders
2. N. Verhoef
3. Reidar Mosvold
4. Raymond Bjuland

Citations in the corpus

• Lesson study in teacher education: Learning from a challenging case (2015, background): “From this outset, it can be argued that lesson study has a potential to serve as a model for improving teachers’ knowledge for teaching (Cerbin & Kropp, 2006; Murata & Pothen, 2011; Stigler & Hiebert, 1999) – in particular what can be referred to as pedagogical content knowledge (Shulman, 1986) –…”
• Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “As the focus in Lesson Study is on students and student learning we expect Lesson Study especially to contribute to teachers developing their pedagogical content knowledge (PCK) (Cerbin and Kopp 2006).”