What Knowledge Do Teachers Use in Lesson Study? A Focus on Mathematical Knowledge for Teaching and Levels of Teacher Activity

Clivaz, Stéphane; Shúilleabháin, Aoibhinn Ní

doi:10.1007/978-3-030-04031-4_20

Cited by 11 publications

(13 citation statements)

References 37 publications

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“…through the careful construction and reflection of research lessons. Tables Table 1 Phases of lesson study within one cycle (Clivaz & Ni Shuilleabhain, 2019)…”

Section: Discussionmentioning

confidence: 99%

“…In this context, lesson study aligns with a view of teacher professional development as a process of learning which leads to a growth of teacher expertise, including their knowledge, understanding, skills, behaviours, attitudes, values or beliefs (King, 2016;McMillan et al, 2016). By participating in lesson study, specifically working and conversing with colleagues, teachers bring the complexities of teaching to a collaborative setting outside the classroom, where they have opportunity to consider, discuss and deconstruct their professional and pedagogical thinking and decision-making (Clivaz & Ni Shuilleabhain, 2019;Kager et al, 2022;Vermunt et al, 2019).…”

Section: Introductionmentioning

confidence: 87%

See 1 more Smart Citation

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

Delahunty¹,

Shúilleabháin²,

Waters³

2022

Preprint

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Lesson study has received significant attention as an effective model of professional development (PD) among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may be necessary for lesson study participation or the impact of participation on teachers’ motivations or attitudes. Such findings are relevant considering the national voluntary context of teachers’ participation in PD in Ireland. This research aims to address a dearth in the literature by investigating the relationships between teachers’ attitudes towards self-development, mathematics teaching self-efficacy, and participation in lesson study. Post-primary mathematics teachers (N=64), encompassing various levels of participation in lesson study, completed a survey using a set of pre-validated scales. Findings indicate teachers’ perceived self-efficacy for teaching mathematics as a significant predictor of their engagement with lesson study. Furthermore, the research finds that teachers’ knowledge about lesson study impacts the likelihood of their participation in this form of PD. These findings build upon previous knowledge in this field and demonstrate the significance of teaching self-efficacy as a presage variable for developing a positive disposition towards lesson study. The paper discusses the implications of these findings considering relevant policy on teacher learning in Ireland.

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“…through the careful construction and reflection of research lessons. Tables Table 1 Phases of lesson study within one cycle (Clivaz & Ni Shuilleabhain, 2019)…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 87%

Unpacking the motivational variables which impact engagement in Lesson Study as a form of professional development among practicing mathematics teachers

Delahunty¹,

Shúilleabháin²,

Waters³

2022

Preprint

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“…They identified learning in knowledge of content and teaching (in topics such as purposes/importance of lesson objectives, lesson structures and suitability of teaching methods/activities) and learning regarding knowledge of content and students (specific success criteria, student learning, students' mathematical skills and students' needs). In an additional study, Clivaz and Ni Shuilleabhain (2019) investigated primary teachers' use of CK and PCK elements at different levels of teacher activity in a lesson study. The authors concluded that all the domains of MKT, at each level of teacher activity, can occur across a cycle, albeit with varying degrees of emphasis, with knowledge of content and teaching being by far the most prevalent.…”

Section: Teachers' Knowledge Of Mathematics Teachingmentioning

confidence: 99%

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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“…In the case of LS, some researchers have explored how multiple theories might be networked to guide LS and/or study LS (e.g. Clivaz and Ni Shuilleabhain, 2019; Huang et al ., 2016). In this special issue, we focus on LS in mathematics as a case to explore the use of networking theories in LS.…”

Section: Introductionmentioning

confidence: 99%