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Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning

Hadfield, Mark and Jopling, Michael 2016. Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning. Teaching and Teacher Education 60 , pp. 203-214. 10.1016/j.tate.2016.08.001

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Abstract

Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Publisher: Elsevier
ISSN: 0742-051X
Last Modified: 05 Sep 2018 16:11
URI: http://orca.cf.ac.uk/id/eprint/95015

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