Negotiating dual roles in teacher collaboration: lead teachers’ perspectives

Wanty Wadjaja, Colleen Vale

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    Lead teachers play a vital role in supporting a successful teacher collaboration. Yet, relatively little is understood about the way in which leading teachers negotiate their roles and tensions or challenges they faced to support teacher collaboration. This paper seeks to examine the dual role of lead teachers as a numeracy coach or curriculum coordinator and a member of a planning team and explore the extent to which the diversity of the different leaders’ experience and knowledge contribute to teacher collaboration in the context of Lesson Study. The analysis is based on field notes of planning meetings and three interviews carried out before and after the first and the second Lesson Study research cycles.
    Original languageEnglish
    Title of host publicationICMI Study 25 Conference Proceedings
    Subtitle of host publicationTeachers of Mathematics Working and Learning in Collaborative Groups
    EditorsHilda Borko, Despina Protari
    Place of PublicationLisbon Portugal
    PublisherInternational Commission of Mathematics Instruction
    Number of pages8
    ISBN (Print)9789604662166
    Publication statusPublished - 20 Jan 2020


    • teacher collaboration
    • mathematics leadership
    • middle leading
    • Lesson Study

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