Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications
Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications
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教师在课程研究中的学习：可供性、干扰、矛盾和含义
DOI：
10.1016/j.tate.2019.102986
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发表时间：
2020
影响因子：
3.9
通讯作者：
S. Tan
中科院分区：
文献类型：
--
作者：
Lai Har Judy Lee;S. Tan
课程研究是一种专业发展的形式，教师利用他们收集的关于学生学习和发展的证据，合作设计研究性课程并改进教学。本文报道了一个专业学习团队在一所小学开展课例研究的情况。在文化历史活动理论的指导下，采用方法论的方法研究了为教师学习提供支持的教师学习实践、对教师学习产生干扰的实践以及干扰所揭示的潜在的系统性矛盾。研究结果对透过课本研究促进校本专业发展有一定启示。
Lesson Study is a form of professional development where teachers collaboratively design research lessons and improve instruction using the evidence they have gathered on student learning and development. This article reports on a professional learning team’s enactment of Lesson Study in an elementary school. A methodological approach informed by Cultural-Historical Activity Theory was adopted to study teacher learning practices that provided affordances to teacher learning, practices that produced disturbances to teacher learning, and underlying systemic contradictions revealed by the disturbances. The findings suggest implications for enhancing school-based professional development through Lesson Study.