Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22059
Title: 
Authors: 
Keywords: 
Teacher learning practices
Professional learning community
Lesson study
Cultural-historical activity theory
Issue Date: 
2020
Citation: 
Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89, Article 102986. https://doi.org/10.1016/j.tate.2019.102986
Abstract: 
Lesson Study is a form of professional development where teachers collaboratively design research lessons and improve instruction using the evidence they have gathered on student learning and development. This article reports on a professional learning team’s enactment of Lesson Study in an elementary school. A methodological approach informed by Cultural-Historical Activity Theory was adopted to study teacher learning practices that provided affordances to teacher learning, practices that produced disturbances to teacher learning, and underlying systemic contradictions revealed by the disturbances. The findings suggest implications for enhancing school-based professional development through Lesson Study.
Description: 
This is the final draft, after peer-review, of a manuscript published in Teaching and Teacher Education. The published version is available online at https://doi.org/10.1016/j.tate.2019.102986
URI: 
ISSN: 
0742-051X
Other Identifiers: 
10.1016/j.tate.2019.102986
Appears in Collections:Journal Articles

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