Table of contents
Supporting teachers’ professional development in the social classroom dynamics domain with lesson study
Jeroen Pronk, Sui Lin Goei, Tirza Bosma, Wilma JongejanDespite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study…
Researching on practice through lesson study: developing prospective teachers’ knowledge of student learning
Raquel Vieira, João Pedro da PonteThis paper focuses on prospective teachers’ (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of…
Lesson studies in physical education – a scoping narrative
Fernanda Marques Santinha, Marcos Onofre, Maria MartinsLesson studies, a methodology originally developed in Japan, has been used in an increasing number of contexts, both in relation to initial teacher training and in the context of…
The power of feedback in teacher education
Joanna C. Weaver, Tionge C. Matangula, Gabriel MatneyThis qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional…
Collective argumentation in elementary school: an experience of reasoning with data in an online open class
Soledad Estrella, Sergio Morales, Maritza Méndez-Reina, Pedro Vidal-Szabó, Alejandra Mondaca-SaavedraThis paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a…
Adapting lesson study for early-years practitioners
Colin Foster, Ruth TrundleyThis viewpoint article considers the challenges of adapting mathematics lesson study for early-years practitioners working in pre-school settings.
ISSN:
2046-8253e-ISSN:
2046-8261ISSN-L:
2046-8253Online date, start – end:
2012Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditors:
- Dr Sharon Dotger
- Dr Sui Lin Goei