Misconceptions about Lesson Study

References

Lewis, C., Friedkin, S., Emerson, K., Henn, L., & Goldsmith, L. (2019). How does lesson study work? Toward a theory of lesson study process and impact. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics (pp. 13–37). Springer International Publishing. https://doi.org/10.1007/978-3-030-04031-4_2

Lee, L. H. J., & Tan, S. C. (2020). Teacher learning in lesson study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education, 89(2020), 102986. https://doi.org/10.1016/j.tate.2019.102986

Harmon-Jones, E., & Mills, J. (2019). An introduction to cognitive dissonance theory and an overview of current perspectives on the theory. In E. Harmon-Jones (Eds.), Cognitive dissonance: Reexamining a pivotal theory in psychology (2nd ed.). (pp. 3–24). American Psychological Association. https://doi.org/10.1037/0000135-001

Mynott, J. P. (2019). Lesson study outcomes: A theoretical model. International Journal for Lesson and Learning Studies, 8(2), 117–134. https://doi.org/10.1108/IJLLS-08-2018-0057

Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98–106. https://doi.org/10.1016/j.tate.2009.05.001

The Lesson Study Group at Mills College. (2022). About Lesson Study. Lessonresearch. https://lessonresearch.net/about-lesson-study/what-is-lesson-study-2/

Grosche, M., Fussangel, K., & Gräsel, C. (2020). Kokonstruktive Kooperation zwischen Lehrkräften. Aktualisierung und Erweiterung der Kokonstruktionstheorie sowie deren Anwendung am Beispiel schulischer Inklusion. Zeitschrift für Pädagogik, 66(4), 461-479.