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.
| Verfasserangaben: | Klara KagerORCiDGND, Anne JurczokORCiDGND, Swantje BolliORCiD, Miriam VockORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.tate.2022.103683 |
| ISSN: | 0742-051X |
| ISSN: | 1879-2480 |
| Titel des übergeordneten Werks (Englisch): | Teaching and teacher education : an international journal of research and studies |
| Untertitel (Englisch): | Examining the development of teachers' critical and collaborative reflection in lesson study discussions |
| Verlag: | Elsevier |
| Verlagsort: | Amsterdam |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Datum der Erstveröffentlichung: | 01.05.2022 |
| Erscheinungsjahr: | 2022 |
| Datum der Freischaltung: | 25.01.2023 |
| Freies Schlagwort / Tag: | Critical and collaborative; Critical inquiry; Lesson study; Professional development; Teacher learning; reflection |
| Band: | 113 |
| Aufsatznummer: | 103683 |
| Seitenanzahl: | 13 |
| Fördernde Institution: | German Federal Ministry of Education and Research (Bundesministerium fur; Bildung und Forschung, BMBF) |
| Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer Review: | Referiert |
| Publikationsweg: | Open Access / Hybrid Open-Access |
| Lizenz (Deutsch): |  CC-BY-NC-ND - Namensnennung, nicht kommerziell, keine Bearbeitungen 4.0 International |
