Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to…

By Peter Dudley. 2013

329 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ed6823493dd8041e92244f8518a6c3a3121929cf

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In Developmental and Educational Psychology

In Education

In Sociology and Political Science

Citations in the corpus

Professional growth in adaptive teaching competence as a result of Lesson Study (2017, positive): “This demonstrates a dominant attention to focusing on student learning and corroborates that this is a distinct characteristic of LS (Dudley, 2013).”
Lesson study in teacher education: Learning from a challenging case (2015, background): “Such studies on lesson study seem to mostly report on success stories (e.g., Dudley, 2013) – even studies that go into more critical discussions of the “messiness” of learning from lesson study report on implementations that appear successful (e.g., Parks, 2008) – but this article takes a different…”
Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…and ethnographic approaches (e.g., Fagan, 2012; Morton & Gray, 2010; Razfar, 2012; Tasker, Johnson, & Davis, 2010; Varghese, 2008), some of which have already facilitated promising inroads into addressing the link between teachers’ knowing in action and their students’ learning (cf. Dudley, 2013).”
Developing teachers’ self-efficacy and adaptive teaching behavior through Lesson Study (2018, background): “In the United Kingdom (UK), this focus is promoted by using ‘case pupils’ who represent different attainment groupings (Dudley, 2013).”
Lesson Study: professional development (PD) for beginning and experienced teachers (2019, methodology): “teacher-observer interviewed one or two case-students during the last five minutes of the lesson (Dudley 2013)).”