Explore Teachers' Collective Learning through Lesson Study from a Perspective of Networking Theories [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Huang, Rongjin; Huang, Xingfeng
Titel	Explore Teachers' Collective Learning through Lesson Study from a Perspective of Networking Theories [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Improvement; Teacher Collaboration; Faculty Development; Communities of Practice; Theories; Models; Foreign Countries; Mathematics Teachers; Elementary School Teachers; Urban Schools; China (Shanghai) + Suchen Sie Ihr Suchwort? Lehrerkooperation; Community; Theory; Theorie; Analogiemodell; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Although the effects of Lesson study (LS), a teacher collaborative professional development approach, on teacher professional learning and students learning have been widely documented, the theories for understanding of LS has just emerged as a research field. Interconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) have been used individually to document teachers' professional learning. In this study, a networked framework is proposed by locally integrating these two theories. A lesson study facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons are collected and analyzed. The results show that the teachers' resource system evolved from adoption to adaptation with consideration of student learning. This study contributes to networking theories and its usefulness in LS context. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01