Developing mathematics teachers’ competence through parallel lesson study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 13 April 2015
Abstract
Purpose
The purpose of this paper is to examine practicing mathematics teachers’ learning through parallel lesson study in China. Lesson study in China has been practiced for decades. Parallel lesson is an enriched mode of lesson study to address the implementation of new curriculum.
Design/methodology/approach
The expansive learning perspective has been used to explore the ways practicing teachers learned to improve teaching through the transformation of learning objects and boundary crossing.
Findings
Two cases are illustrated and compared to highlight features of teachers’ learning through parallel lesson study. The practicing teachers developed their competence in transforming instructional objectives and task selection and implementation. In addition, they also developed professional vision in alignment with the reform-oriented curriculum.
Originality/value
This study makes significant contribution to understanding teachers’ learning through lesson study in China. Meanwhile, it also demonstrates how the theory of expansive learning could be used as a conceptual framework to examine teachers’ learning through lesson study.
Keywords
Acknowledgements
The authors thank co-editor, Professor Mun Ling Lo, and anonymous reviewers for their invaluable feedback on the revisions of the paper. The authors are grateful to Professor Catherine Lewis from Mills College for her critical and constructive comments on an earlier version of the paper. The authors appreciate Mr Kyle Prince from Middle Tennessee State University for his careful proofreading. The authors’ thanks go to participating teachers and teaching researchers for their commitment to the Lesson Study and support of data collection.
Citation
Huang, R. and Han, X. (2015), "Developing mathematics teachers’ competence through parallel lesson study", International Journal for Lesson and Learning Studies, Vol. 4 No. 2, pp. 100-117. https://doi.org/10.1108/IJLLS-10-2014-0037
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited