Literaturnachweis - Detailanzeige
Autor/inn/en | Zhao, Wenjun; Huang, Rongjin; Cao, Yiming; Ning, Rui; Zhang, Xiaoxia |
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Titel | A Teacher's Learning of Transforming Curriculum Reform Ideas into Classroom Practices in Lesson Study in China |
Quelle | In: International Journal for Lesson and Learning Studies, 11 (2022) 2, S.133-146 (14 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Zhao, Wenjun) ORCID (Huang, Rongjin) ORCID (Cao, Yiming) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2046-8253 |
DOI | 10.1108/IJLLS-07-2021-0056 |
Schlagwörter | Educational Change; Lesson Plans; Curriculum Development; Educational Practices; Diaries; Teacher Attitudes; Video Technology; Faculty Development; Evidence Based Practice; Learning Processes; Teaching Methods; Outcomes of Education; Foreign Countries; Researchers; Mathematics Instruction; College School Cooperation; Grade 7; Teacher Educators; Secondary School Teachers; China Bildungsreform; Lesson planning; Unterrichtsplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Diary; Tagebuch; Lehrerverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland; Researcher; Forscher; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Teacher education; Education; Lehrerausbildung; Lehrerbildung |
Abstract | Purpose: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Design/methodology/approach: Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process. Findings: This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs. Originality/value: Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |