TY  - JOUR
A1  - Kager, Klara
A1  - Jurczok, Anne
A1  - Bolli, Swantje
A1  - Vock, Miriam
T1  - We were thinking too much like adults
T2  - Teaching and teacher education : an international journal of research and studies
N2  - This mixed-method study addresses the need for a clear conceptualization of the professional reflection element of Lesson Study (LS), a popular collaborative approach to the professional development of teachers. Grounding and re-framing LS's post-lesson discussion in a theoretical framework of critical and collaborative reflection, we analyze the transcripts of four LS groups at German primary schools, focusing on depth of reflection and teachers' trajectories through their reflective practice. The findings show that LS groups differed significantly in the depth and the trajectories of their reflection processes. We consider implications for post-lesson discussions and critical reflection as a LS core skill.
KW  - Teacher learning
KW  - Professional development
KW  - Critical and collaborative
KW  - reflection
KW  - Lesson study
KW  - Critical inquiry
Y1  - 2022
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/57636
SN  - 0742-051X
SN  - 1879-2480
VL  - 113
PB  - Elsevier
CY  - Amsterdam
ER  -