NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)7
Since 2016 (last 10 years)7
Since 2006 (last 20 years)7
Descriptor
Pedagogical Content Knowledge7
Teacher Collaboration7
Communities of Practice6
Foreign Countries6
Faculty Development5
Elementary School Teachers4
Teacher Improvement4
Knowledge Level3
International Cooperation2
Mathematics Instruction2
Program Effectiveness2
Teacher Attitudes2
Teaching Methods2
Technological Literacy2
Active Learning1
College School Cooperation1
Cooperating Teachers1
Cross Cultural Studies1
Cultural Differences1
Dialogs (Language)1
Educational Change1
Educational Cooperation1
Educational Technology1
Electronic Learning1
Elementary School Mathematics1
More ▼
Source
International Journal for…7
Author
Araya, Roberto1
Bakker, Carien1
Baldin, Yuriko1
Batteau, Valérie1
Bünzli, Luc-Olivier1
Clivaz, Stéphane1
Collet, Vicki Stewart1
Da Ponte, João Pedro1
Daina, Audrey1
Estrella, Soledad1
Faikhamta, Chatree1
Huang, Rongjin1
Huang, Xingfeng1
Isoda, Masami1
Lai, Mun Yee1
Lertdechapat, Kornkanok1
Mata-Pereira, Joana1
Nakawa, Nagisa1
Olfos, Raimundo1
Presutti, Sara1
Quaresma, Marisa1
Zakaryan, Diana1
de Glopper, Kees1
de Vries, Siebrich1
More ▼
Publication Type
Journal Articles7
Reports - Research7
Education Level
Elementary Education4
Higher Education2
Postsecondary Education2
Early Childhood Education1
Elementary Secondary Education1
Grade 31
Grade 61
Intermediate Grades1
Middle Schools1
Primary Education1
Secondary Education1
More ▼
Audience
Location
Australia1
Brazil1
Chile1
China1
Kenya1
Netherlands1
Switzerland1
Thailand1
United States1
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing all 7 results Save | Export
Exchange on Subject Pedagogy during Lesson Study in Initial Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Bakker, Carien; de Vries, Siebrich; de Glopper, Kees – International Journal for Lesson and Learning Studies, 2023
Purpose: This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed. Design/methodology/approach: The two-case design of the study--one LS team in ITE comprised of an ST and…
Descriptors: Teacher Improvement, Teacher Collaboration, Communities of Practice, Teacher Characteristics
How Do Dialogic Interactions Contribute to the Construction of Teachers' Mathematical Problem-Solving Knowledge? Construction of a Conceptual Framework
Peer reviewed Peer reviewed
Direct linkDirect link
Clivaz, Stéphane; Daina, Audrey; Batteau, Valérie; Presutti, Sara; Bünzli, Luc-Olivier – International Journal for Lesson and Learning Studies, 2023
Purpose: The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis. Design/methodology/approach: The…
Descriptors: Dialogs (Language), Interaction, Knowledge Level, Problem Solving
The Development of Teachers' Knowledge in a Lesson Study
Peer reviewed Peer reviewed
Direct linkDirect link
Da Ponte, João Pedro; Quaresma, Marisa; Mata-Pereira, Joana – International Journal for Lesson and Learning Studies, 2023
Purpose: This 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/approach: This study is based on the networking…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Lesson Study on Two Continents: Contextual Differences Reflected in Teachers' Pedagogy, Affect and Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Collet, Vicki Stewart; Nakawa, Nagisa – International Journal for Lesson and Learning Studies, 2022
Purpose: The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS. Design/methodology/approach: Teacher interviews after LS were qualitatively and inductively…
Descriptors: Foreign Countries, Communities of Practice, Teacher Collaboration, Teacher Attitudes
Enhancing Pedagogical Content Knowledge for STEM Teaching of Teacher Candidates through Lesson Study
Peer reviewed Peer reviewed
Direct linkDirect link
Lertdechapat, Kornkanok; Faikhamta, Chatree – International Journal for Lesson and Learning Studies, 2021
Purpose: This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM). Design/methodology/approach: A multiple case study design was undertaken using the social-constructivist paradigm. The authors explored…
Descriptors: Communities of Practice, Teacher Collaboration, Pedagogical Content Knowledge, STEM Education
Teachers' Learning through an Online Lesson Study: An Analysis from the Expansive Learning Perspective
Peer reviewed Peer reviewed
Direct linkDirect link
Huang, Xingfeng; Lai, Mun Yee; Huang, Rongjin – International Journal for Lesson and Learning Studies, 2021
Purpose: This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia. Design/methodology/approach: An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems.…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Digital Competence of a Teacher Involved in the Implementation of a Cross-Border Lesson for Classrooms in Brazil and Chile
Peer reviewed Peer reviewed
Direct linkDirect link
Isoda, Masami; Estrella, Soledad; Zakaryan, Diana; Baldin, Yuriko; Olfos, Raimundo; Araya, Roberto – International Journal for Lesson and Learning Studies, 2021
Purpose: The purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries--Brazil and Chile. Design/methodology/approach: A qualitative methodology was adopted via the case…
Descriptors: Lesson Plans, Video Technology, Teaching Methods, Elementary School Teachers