Teachers' Attitudes towards Lesson Study, Perceived Competence, and Involvement in Lesson Study: Evidence from Junior High School Teachers

Autor/in	Jhang, Fang Hua
Titel	Teachers' Attitudes towards Lesson Study, Perceived Competence, and Involvement in Lesson Study: Evidence from Junior High School Teachers
Quelle	In: Professional Development in Education, 46 (2020) 1, S.82-96 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jhang, Fang Hua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2019.1585383
Schlagwörter	Teacher Attitudes; Lesson Plans; Teacher Competencies; Junior High School Teachers; Foreign Countries; Faculty Development; Teacher Participation; Predictor Variables; Positive Attitudes; Taiwan + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lesson planning; Unterrichtsplanung; Lehrkunst; Ausland; Prädiktor
Abstract	A considerable body of literature has shown the benefits of lesson study, but little attention has been paid to the determinants of lesson study involvement. This study examines how teachers' participation in lesson study is affected by their attitudes towards lesson study as well as their perceived competence. A multilevel logistic regression model and a multilevel multinomial logit model are separately used to analyse representative data on active junior high school teachers in Taiwan. The results reveal that teachers' positive attitudes towards self-development are significantly correlated with complete participation as well as with partial participation in the lesson study cycle, while teachers' perceived competence only relates to complete participation. This study not only contributes to developing predictors of lesson study involvement but also provides valuable references for policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01