Task-Design Lesson Study – A methodological tool for exploring mathematics teachers’ task-design principles and pedagogic practices
Résumé
The primary function of lesson study is to enable teacher professional learning. Accordingly, much of the existing research literature that involves lesson study, reports the professional learning outcomes for the participating teachers. However, research that reports scientific knowledge from studies in which the lesson study constitutes the research design is scarce. This paper proposes a new model of lesson study called Task-Design Lesson Study (TDLS) developed as a methodological tool for a recent study in England, with which to explore in-service teachers’ design principles and accompanying pedagogical practices. By theorizing TDLS as a community of inquiry, this paper argues that TDLS can provide: i) a space for teachers’ professional inquiry activity; and ii) a methodological tool from which to construct scientific knowledge.
Domaines
| Origine | Fichiers produits par l'(les) auteur(s) |
|---|---|
| Licence |