A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes
Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the field of LS currently lacks a conceptual model tha...
Main Authors: | Klara Kager, John Paul Mynott, Miriam Vock |
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Format: | Article |
Language: | English |
Published: |
Elsevier
2023-12-01
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Series: | International Journal of Educational Research Open |
Subjects: | |
Online Access: | http://www.sciencedirect.com/science/article/pii/S266637402300047X |
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