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P. Wood, Wasyl Cajkler (2016)
A participatory approach to Lesson Study in higher educationInternational Journal for Lesson and Learning Studies, 5
Micah Stohlmann, Kathleen Cramer, T. Moore, Cathrine Maiorca (2015)
Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge.Mathematics Teacher Education and Development, 16
Sharon Dotger, D. Barry, Jason Wiles, Elizabeth Benevento, Frances Brzozowski, Jorge Hurtado-Gonzales, Nicole Jacobs, Ellen Royse, Debjeet Sen, Julia Snyder, Robert Stokes, Ellen Wisner (2012)
Developing Graduate Students' Knowledge of Hardy-Weinberg Equilibrium through Lesson Study.The journal of college science teaching, 42
C. Lewis, Rebecca Perry, S. Friedkin, Jillian Roth (2012)
Improving Teaching Does Improve TeachersJournal of Teacher Education, 63
M. Hourigan, A. Leavy (2019)
Learning from teaching: pre-service primary teachers’ perceived learning from engaging in formal Lesson StudyIrish Educational Studies, 38
P. Wood, Wasyl Cajkler (2017)
Lesson study: A collaborative approach to scholarship for teaching and learning in higher educationJournal of Further and Higher Education, 42
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Developing graduate student' knowledge of Hardy-Weinberg equilibrium through lesson study
Aytuğ Çelik, E. Güzel (2018)
Describing Lesson Study Designed for Improvement of Mathematics Teachers' Knowledge of Student ThinkingInternational Journal for Mathematics Teaching and Learning
Tad Watanabe, Kennesaw (2018)
Japanese Lesson Study in the United States
Caroline Chassels, Wayne Melville (2009)
Collaborative, Reflective, and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and ChallengesCanadian Journal of Education, 32
Geert Kelchtermans (2006)
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M. Kamen, Debra Junk, Stephen Marble, S. Cooper, Colleen Eddy, T. Wilkerson, Cameron Sawyer (2011)
Walking the Talk: Lessons Learned by University Mathematics Methods Instructors Implementing Lesson Study for Their Own Professional Development
A. Calvo, G. Blanco, A. Fueyo (2018)
The potential of Lesson Study project as a tool for dealing with dilemmas in university teachingInternational Journal for Lesson and Learning Studies, 7
Krystel Chenault (2017)
Building Collaborative Pedagogy: Lesson Study in Higher Education.The College Quarterly, 20
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Peter Dudley, Haiyan Xu, J. Vermunt, Jean Lang (2019)
Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolutionEuropean Journal of Education
A. Moghaddam, Mohammad Arani, Hiroyuki Kuno (2015)
A collaborative inquiry to promote pedagogical knowledge of mathematics in practiceIssues in Educational Research, 25
Yanuarti Apsari, I. Syathroh, Rissa Rizqiya (2017)
PROMOTING ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT (TPD) THROUGH THE PRACTICE OF LESSON STUDYOkara: Jurnal Bahasa dan Sastra, 11
Raymond Bjuland, Reidar Mosvold (2015)
Lesson study in teacher education: Learning from a challenging caseTeaching and Teacher Education, 52
C. Fernandez (2002)
Learning from Japanese Approaches to Professional DevelopmentJournal of Teacher Education, 53
C. Lewis (2016)
How does lesson study improve mathematics instruction?ZDM, 48
Rebecca Perry, C. Lewis (2009)
What is successful adaptation of lesson study in the US?Journal of Educational Change, 10
M. Orellana, P. Bowman (2003)
Cultural Diversity Research on Learning and Development: Conceptual, Methodological, and Strategic ConsiderationsEducational Researcher, 32
William Cerbin, Bryan Kopp (2006)
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Eline Vanassche, Geert Kelchtermans (2015)
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Sarah Seleznyov (2018)
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V. LaBoskey (2004)
The Methodology of Self-Study and Its Theoretical Underpinnings
A. Feldman (2003)
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The purpose of this collaborative self-study inquiry was to enhance the professional practice of faculty members through the adoption of lesson study. A seven-member faculty of education self-study group engaged in lesson study in a computer and learning resources for primary/elementary teachers’ course with teacher candidates.Design/methodology/approachThis study focused on providing teacher candidates with increased opportunities for action and expression during in-class instruction. This collaborative lesson study inquiry (Fernandez et al., 2003; Fernandez and Yoshida, 2004; Murata, 2011) involved the four-step process of planning, doing, checking and acting (PDCA) (Cheng, 2019). Several data collection methods were adopted and data sources analyzed.FindingsChallenges the group encountered during the study included ascertaining the goals of lesson study and offering critical feedback to each other. While this made decision-making more intricate and intentional, there was exceptional value in participating in the lesson study process. The results revealed three overarching themes: 1) challenges in classroom observations; 2) hesitation in providing supportive feedback to colleagues and 3) deliberations regarding what constitutes expertise within subject-specific preservice teacher education.Originality/valueWhile lesson study has been adopted fairly extensively in K-12 settings, its adoption in postsecondary education is limited (Chenault, 2017). Considering the merits of lesson study for K-12 practitioners, this research investigated the similar advantages that lesson study might have for postsecondary education faculty, students and programs.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Oct 17, 2020
Keywords: Lesson study; Self-study; Universal design for learning; Education; Pre‐service teacher education
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