Lesson Study in Teacher Development: A Paradigm Shift from A Culture of Receiving to a Culture of Acting and Reflecting

Autor/inn/en	Mewald, Claudia; Mürwald-Scheifinger, Elisabeth
Titel	Lesson Study in Teacher Development: A Paradigm Shift from A Culture of Receiving to a Culture of Acting and Reflecting
Quelle	In: European Journal of Education, 54 (2019) 2, S.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12335
Schlagwörter	Lesson Plans; Teaching Methods; Learning Processes; Faculty Development; Educational Change; Instructional Improvement; Foreign Countries; Teacher Education Programs; Teacher Collaboration; Observation; Reflection; Competency Based Education; Communities of Practice; Material Development; Austria + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Unterrichtsqualität; Ausland; Lehrerkooperation; Beobachtung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Community; Lehrmaterialentwicklung; Österreich
Abstract	This article describes how lesson study creates a process of teacher learning whilst developing student learning through collaborative planning, guided observation and reflection. It presents a framework for conducting lesson study in a teacher development programme in Lower Austria. The role of knowledgeable others in the development of ownership for educational change towards competence-oriented teaching and learning is explored and an overview of the organisational requirements and practical effects in the implementation of professional learning communities is given. In doing so, the article sheds light on training strategies and material development. Thus, insights on a paradigm shift in teacher development towards learning focused on discourse and reflected action are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01