Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22458
Title: 
Authors: 
Subjects: 
Teacher learning
Teaching expertise
Analyse students’ work
Lesson study
Issue Date: 
2019
Citation: 
Jiang, H., Choy, B. H., & Lee, K. E. C. (2019). Refining teaching expertise through analysing students’ work: A case of elementary mathematics teacher professional learning during lesson study in Singapore. Professional Development in Education, 46(5), 731-750. https://doi.org/10.1080/19415257.2019.1634624
Abstract: 
This article provides a concrete illustration of how teachers in a primary school in Singapore discuss students’ learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students’ work serves as a useful practice for teachers to learn to work with diverse learners.. The findings suggested that open discussions around students’ work helped teachers to reflect upon their unwarranted perceptions of their students and their teaching. The study provided insights into how teachers’ understandings of their students’ diverse backgrounds, as well as teachers’ understanding of subject content and pedagogy, developed as they participated in lesson study activities that were focused on analysing students’ work. Our findings found that lesson study provided the following affordances to foster such changes: (1) eliciting hypotheses in dialogue; (2) creating space for alternative perspectives; (3) collaboratively scrutinizing student learning evidence for follow-up teaching; and (4) identifying problems for further discussion. While the illustration of this case is uniquely Singaporean, implications include concerns about teacher professional learning and teaching for equity common to many other educational contexts.
Description: 
This is the final draft, after peer-review, of a manuscript published in Professional Development in Education. The published version is available online at https://doi.org/10.1080/19415257.2019.1634624
URI: 
DOI: 
Grant ID: 
RI 10/12 MK
OER 24/15 MK
Funding Agency: 
National Institute of Education (NIE), Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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