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Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study
ARTICLE

, , Department of Human Movement and Education ; , , Department of Teacher Education

International Journal of Educational Research Volume 88, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers (N = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils’ educational needs.

Citation

Schipper, T., Goei, S.L., de Vries, S. & van Veen, K. (2018). Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study. International Journal of Educational Research, 88(1), 109-120. Elsevier Ltd. Retrieved August 26, 2019 from .

This record was imported from International Journal of Educational Research on January 31, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2018.01.011

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