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Teacher Professional Learning and Development in the Context of Educational Innovations in Higher Education: A Typology of Practices
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Tim M. Stevens; Indira N. Z. Day; Perry J. den Brok; Frans J. Prins; Hanneke J. H. E. Assen; Marlies ter Beek; Gunter Bombaerts; Remco Coppoolse; Petra H. M. Cremers; Rik Engbers; Madeleine Hulsen; Rachelle J. A. Kamp; Jur J. Koksma; Kariene Mittendorff; Jan Riezebos; Roeland M. van der Rijst; Margje W. J. van de Wiel; Jan D. Vermunt – Higher Education Research and Development, 2024
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices…
Descriptors: Professional Development, Educational Innovation, Higher Education, Expertise
Supporting Teachers' Professional Development in the Social Classroom Dynamics Domain with Lesson Study
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Jeroen Pronk; Sui Lin Goei; Tirza Bosma; Wilma Jongejan – International Journal for Lesson and Learning Studies, 2024
Purpose: Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
Lesson Study in Mathematics with TDS and RME as Theoretical Support: Two Cases from the European TIME Project
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Jessen, Britta; Bos, Rogier; Doorman, Michiel; Winsløw, Carl – International Journal for Lesson and Learning Studies, 2023
Purpose: The authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics. Design/methodology/approach: Case study performed by university researchers, based on theoretical analysis and case…
Descriptors: Foreign Countries, Teacher Improvement, Teacher Collaboration, Faculty Development
Exchange on Subject Pedagogy during Lesson Study in Initial Teacher Education
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Bakker, Carien; de Vries, Siebrich; de Glopper, Kees – International Journal for Lesson and Learning Studies, 2023
Purpose: This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed. Design/methodology/approach: The two-case design of the study--one LS team in ITE comprised of an ST and…
Descriptors: Teacher Improvement, Teacher Collaboration, Communities of Practice, Teacher Characteristics
Online Lesson Study: Virtual Teaming in a New Normal
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Goei, Sui Lin; van Joolingen, Wouter R.; Goettsch, Floortje; Khaled, Anne; Coenen, Tom; In 't Veld, Sjors G. J. G.; de Vries, Siebrich; Schipper, Tijmen M. – International Journal for Lesson and Learning Studies, 2022
Purpose: The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS. Design/methodology/approach: A theoretical analysis into the core components and procedures of LS resulted…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
The Hullabaloo of Schooling: The Influence of School Factors on the (Dis)Continuation of Lesson Study
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Wolthuis, Fenna; Hubers, Mireille Desirée; van Veen, Klaas; de Vries, Siebrich – Research Papers in Education, 2022
This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school…
Descriptors: Faculty Development, Communities of Practice, Program Termination, Organizational Culture