Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22059
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dc.contributor.authorLee, Judy Lai Haren
dc.contributor.authorTan, Seng Chee, 1965-en
dc.date.accessioned2020-04-08T07:49:01Z-
dc.date.available2020-04-08T07:49:01Z-
dc.date.issued2020-
dc.identifier10.1016/j.tate.2019.102986-
dc.identifier.citationLee, 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.2019.102986en
dc.identifier.issn0742-051X-
dc.identifier.urihttp://hdl.handle.net/10497/22059-
dc.descriptionThis 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-
dc.description.abstractLesson 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.en
dc.language.isoenen
dc.subjectTeacher learning practicesen
dc.subjectProfessional learning communityen
dc.subjectLesson studyen
dc.subjectCultural-historical activity theoryen
dc.titleTeacher learning in Lesson Study: Affordances, disturbances, contradictions, and implicationsen
dc.typePostprinten
Appears in Collections:Journal Articles
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