Lesson study design features for supporting collaborative teacher learning

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a te...

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Bibliographic Details
Published in:Teaching and teacher education 2019-01, Vol.77, p.352-365
Main Authors: Akiba, Motoko, Murata, Aki, Howard, Cassandra C., Wilkinson, Bryan
Format: Article
Language:English
Subjects:
Collaboration
Path analysis
Surveys
Teacher beliefs
Teacher professional development
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Summary:Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation. •The facilitator's focus on student thinking is important for an effective inquiry process.•High quality materials are necessary for an effective inquiry process.•A long-term process of lesson study is important for an effective inquiry process.•An effective inquiry process is associated with positive teacher learning outcomes.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2018.10.012