Theorising professional learning through lesson study using the interconnected model of professional growth

Wanty Wadjaja, Colleen Vale, Susie Groves, Brian Doig

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    Abstract

    Lesson study is highly regarded as a model for teacher professional learning. Yet there are few studies that attempt to theorise the learning process for participat-ing teachers. In an earlier paper, we used Clarke and Hollingsworth’s (2002) In-terconnected Model of Professional Growth (IMPG) to map the professional growth of a research lesson planning team participating in a lesson study project over two school terms. This chapter uses the IMPG to examine the professional learning experiences of individual participants from the other planning team in the same project. The analysis is based on interviews carried out at the beginning of the lesson study project, and after the first and second lesson study research cycles.
    Original languageEnglish
    Title of host publicationTheory and Practice of Lesson Study in Mathematics
    Subtitle of host publicationAn International Perspective
    EditorsRongjin Huang, Akihiko Takahashi, João Pedro da Ponte
    Place of PublicationCham Switzerland
    PublisherSpringer
    Pages103-133
    Number of pages31
    Edition1st
    ISBN (Electronic)9783030040314
    ISBN (Print)9783030040307
    DOIs
    Publication statusPublished - 2019

    Publication series

    NameAdvances in Mathematics Education
    ISSN (Print)1869-4918
    ISSN (Electronic)1869-4926

    Keywords

    • lesson study
    • mathematics teaching
    • interconnected model of professional growth
    • enactment
    • reflection

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