Using lesson study to change teacher knowledge and practice: The role of knowledge sources in teacher change

Benedict, AE (通讯作者),Arizona State Univ, Mary Lou Fulton Teachers Coll, POB 871811, Tempe, AZ 85287 USA.
2023-2
In this systematic review, we synthesize the findings of 13 studies identifying sources of knowledge within Lesson Study professional development (LSPD) and examine influences of knowledge sources on teachers' content knowledge, understanding of students, and changes in pedagogical practices. Finally, we consider the implications of our findings for design of and future research on LSPD. We find that the literature base for LS is extensive, however, there are few studies that meet criteria for high-quality research. All studies reviewed reported a positive impact of LS and included a wide variety of LS structures and knowledge sources.(c) 2022 Elsevier Ltd. All rights reserved.
TEACHING AND TEACHER EDUCATION
卷号:122
ISSN:0742-051X|收录类别:SSCI
语种
英语
来源机构
Arizona State University; Arizona State University-Tempe; State University System of Florida; University of Florida; Boston University
被引频次(WOS)
0
被引频次(其他)
0
180天使用计数
6
2013以来使用计数
6
EISSN
1879-2480
出版年
2023-2
DOI
10.1016/j.tate.2022.103951
WOS学科分类
Education & Educational Research
学科领域
循证教育学
关键词
Esson study Collaboration Teacher development Teacher knowledge Teacher practice