INVESTIGATING THE LONGITUDINAL IMPACT OF PARTICIPATING IN SCHOOL-BASED LESSON STUDY ON MATHEMATICS TEACHERS' PROFESSIONAL COMMUNITY

Emily Lewanowski-Breen, Aoibhinn Ní Shúilleabháin & Maria Meehan
Teacher professional communities have recently figured among the most influential factors for supporting teachers in their learning and in enacting educational change in schools. While lesson study has been documented as a means to support the development of such communities, previous studies have not addressed the sustainability of the professional communities which emerge. In this study, we follow-up with six mathematics teachers from two post-primary schools in the Republic of Ireland, who engaged in school-based...
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