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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