Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth

Ponte, João Pedro da; Quaresma, Marisa; Mata-Pereira, Joana

doi:10.1007/s11858-022-01367-1

Cited by 6 publications

(11 citation statements)

References 19 publications

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“…Building on the study by Ponte et al (2022), this paper offers an adaptation of the IMTPG, considering the work of the group of teachers as the unit of analysis. In this adapted model, instead of Personal Domain, Group Domain is considered as the knowledge shared during the group work [1].…”

Section: The Interconnected Model Of Teacher Professional Growthmentioning

confidence: 99%

“…Building on the study by Ponte et al. (2022), this paper offers an adaptation of the IMTPG, considering the work of the group of teachers as the unit of analysis.…”

Section: The Interconnected Model Of Teacher Professional Growthmentioning

confidence: 99%

“…This model considers several interacting domains, assuming that teachers' growth depends in great measure on their reflection on the Domain of Consequences, involving the perception of salient outcomes of activities conducted in the Domain of Practice, which includes personal experimentation. Building on the work advanced in the study by Ponte et al. (2022), this paper offers an adaptation of the IMPTG, considering the professional development of a group of teachers (and not of single teachers).…”

Section: Introductionmentioning

confidence: 99%

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The development of teachers' knowledge in a lesson study

Ponte

Quaresma

Mata-Pereira

2022

IJLLS

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PurposeThis paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.

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Section: The Interconnected Model Of Teacher Professional Growthmentioning

confidence: 99%

“…Building on the study by Ponte et al. (2022), this paper offers an adaptation of the IMTPG, considering the work of the group of teachers as the unit of analysis.…”

Section: The Interconnected Model Of Teacher Professional Growthmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The development of teachers' knowledge in a lesson study

Ponte

Quaresma

Mata-Pereira

2022

IJLLS

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“…Although the original IMTPG focuses on the learning of individual teachers, researchers have attempted to expand the model to examine teachers' collective learning. For example, Ponte et al. 's (2022) modified the original IMTPG to examine teachers' collective learning through modifications of two domains.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Examining teachers' learning through a project-based learning lesson study: a case study in China

Lai

Liu

et al. 2022

IJLLS

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PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

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“…This suggests a critical need to review current research development on LS in the field of mathematics education. Given that teacher learning and growth is a complex enterprise that demands systematic changes in different domains with different mediating mechanisms (Barber, 2018; Clarke & Hollingsworth, 2002; da Ponte et al, 2022), we aim to conduct a scoping review of recent international research on LS in mathematics education, identify progress and challenges, and recommend possible directions for future research and development.…”

Section: Introductionmentioning

confidence: 99%

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Ding,

Huang,

Pressimone Beckowski

et al. 2023

Asian Journal for Mathematics Education

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Lesson study (LS), a teacher-oriented, student-focused professional development approach that originated in Asia, has spread globally. However, findings related to the effect of LS on teacher learning and growth have varied widely. This suggests a need to review current research on LS in the field of mathematics education. This paper focuses on mathematics teachers’ learning and professional growth through LS using Clarke and Hollingworth’s interconnected model of professional growth (IMPG) that contains three components: domains of change, mediating mechanisms, and change environment. With regard to domains of change, we found that although previous LS studies—often small scaled, qualitative studies—attended to all domains of change, they have more frequently reported changes in the personal (or collective) domain (e.g., teacher knowledge) but have relatively less frequently reported changes in other domains. In fact, there is a lack of research on systematic changes across domains in the IMPG. Regarding the mediating mechanisms, research has well explored both enactment (planning and teaching) and reflection (debriefing). For enactment, the planning process is less appreciated, and there is an inconsistent understanding of the role of the knowledgeable others. For reflection, there is a lack of focus on student thinking and constructive feedback during this process. Finally, research has suggested that LS has received support from the change environment but that tensions (e.g., time limits) have remained. These challenges call for systemic support and cross-cultural collaborations to develop sustainable and large-scale LS. We suggest future directions for continued research and practice.

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Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth

Cited by 6 publications

References 19 publications

The development of teachers' knowledge in a lesson study

The development of teachers' knowledge in a lesson study

Examining teachers' learning through a project-based learning lesson study: a case study in China

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

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