Improving mathematics instruction through lesson study: a theoretical model and North American case |
| |
Authors: | Catherine C Lewis Rebecca R Perry Jacqueline Hurd |
| |
Institution: | (1) Mills College, Oakland, CA, USA;(2) Addison School, Palo Alto, CA, USA |
| |
Abstract: | This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
|
| |
Keywords: | Lesson study Professional learning Professional development Teacher change Mathematics content knowledge Pedagogical content knowledge Teacher community |
本文献已被 SpringerLink 等数据库收录! |
|