A Teacher's Learning of Transforming Curriculum Reform Ideas into Classroom Practices in Lesson Study in China

Autor/inn/en	Zhao, Wenjun; Huang, Rongjin; Cao, Yiming; Ning, Rui; Zhang, Xiaoxia
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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