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ERIC Number: EJ1002786
Record Type: Journal
Publication Date: 2013-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
A Conceptual Discussion of Lesson Study from a Micro-Political Perspective: Implications for Teacher Development and Pupil Learning
Saito, Eisuke; Atencio, Matthew
Teaching and Teacher Education: An International Journal of Research and Studies, v31 p87-95 Apr 2013
Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers' professional development as well as their practices of identity construction.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A