Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22458
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dc.contributor.authorJiang, Hengen
dc.contributor.authorChoy, Ban Hengen
dc.contributor.authorLee, Christine Kim-engen
dc.date.accessioned2020-09-30T03:13:58Z-
dc.date.available2020-09-30T03:13:58Z-
dc.date.issued2019-
dc.identifier.citationJiang, 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/10.1080/19415257.2019.1634624en
dc.identifier.urihttp://hdl.handle.net/10497/22458-
dc.descriptionThis 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/10.1080/19415257.2019.1634624en
dc.description.abstractThis 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.en
dc.language.isoenen
dc.subjectTeacher learningen
dc.subjectTeaching expertiseen
dc.subjectAnalyse students’ worken
dc.subjectLesson studyen
dc.titleRefining teaching expertise through analysing students’ work: A case of elementary mathematics teacher professional learning during lesson study in Singaporeen
dc.typeArticleen
dc.identifier.doi10.1080/19415257.2019.1634624-
dc.grant.idRI 10/12 MKen
dc.grant.idOER 24/15 MK-
dc.grant.fundingagencyNational Institute of Education (NIE), Singaporeen
local.message.claim2021-12-22T12:24:15.595+0800|||rp00062|||submit_approve|||dc_contributor_author|||None*
local.message.claim2021-12-23T12:59:43.502+0800|||rp00116|||submit_approve|||dc_contributor_author|||None*
item.grantfulltextOpen-
item.cerifentitytypePublications-
item.fulltextWith file-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
item.languageiso639-1en-
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