We were thinking too much like adults

  • 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.

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Author details:Klara KagerORCiD, Anne JurczokORCiDGND, Swantje BolliORCiD, Miriam VockORCiDGND
Title of parent work (English):Teaching and teacher education : an international journal of research and studies
Subtitle (English):Examining the development of teachers' critical and collaborative reflection in lesson study discussions
Place of publishing:Amsterdam
Publication type:Article
Date of first publication:2022/05/01
Publication year:2022
Release date:2023/01/25
Tag:Critical and collaborative; Critical inquiry; Lesson study; Professional development; Teacher learning; reflection
Article number:103683
Number of pages:13
Funding institution:German Federal Ministry of Education and Research (Bundesministerium fur; Bildung und Forschung, BMBF)
Organizational units:Humanwissenschaftliche Fakult├Ąt / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft
DDC classification:3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung
Peer review:Referiert
Publishing method:Open Access / Hybrid Open-Access
License (German):License LogoCC-BY-NC-ND - Namensnennung, nicht kommerziell, keine Bearbeitungen 4.0 International
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