A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

A comparative perspective on teacher collaboration : The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. / Winsløw, Carl.

From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development. Springer Netherlands, 2012. s. 291-304.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Harvard

Winsløw, C 2012, A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. i From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development. Springer Netherlands, s. 291-304. https://doi.org/10.1007/978-94-007-1966-8_15

APA

Winsløw, C. (2012). A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. I From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development (s. 291-304). Springer Netherlands. https://doi.org/10.1007/978-94-007-1966-8_15

Vancouver

Winsløw C. A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. I From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development. Springer Netherlands. 2012. s. 291-304 https://doi.org/10.1007/978-94-007-1966-8_15

Author

Winsløw, Carl. / A comparative perspective on teacher collaboration : The cases of lesson study in Japan and of multidisciplinary teaching in Denmark. From Text to 'Lived' Resources: Mathematics Curriculum Materials and Teacher Development. Springer Netherlands, 2012. s. 291-304

Bibtex

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title = "A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark",
abstract = "In this chapter, we present and compare two quite different organisations of teachers{\textquoteright} collaborative work: that of lesson study as a means for professional development of mathematics teachers in Japan, and that of Danish high school teachers{\textquoteright} collaboration in the setting of multidisciplinary modules. Each of these turns out to be crucially affected by certain school level paradidactic infrastructures, defined conditions and constraints of teachers{\textquoteright} collaborative work in preparing, observing and evaluating actual teaching. The systematic and comparative study of paradidactic infrastructures is proposed as a way to interpret and ultimately overcome difficulties which arise, for instance in attempts to realise major educational reforms.",
keywords = "Curriculum reform, Didactic observation system, Lesson study, Mathematics teaching, Multidisciplinarity, Paradidactic infrastructure, Paradidactic system, Study inside school, Teacher collaboration, Transdisciplinarity",
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year = "2012",
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doi = "10.1007/978-94-007-1966-8_15",
language = "English",
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RIS

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T2 - The cases of lesson study in Japan and of multidisciplinary teaching in Denmark

AU - Winsløw, Carl

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N2 - In this chapter, we present and compare two quite different organisations of teachers’ collaborative work: that of lesson study as a means for professional development of mathematics teachers in Japan, and that of Danish high school teachers’ collaboration in the setting of multidisciplinary modules. Each of these turns out to be crucially affected by certain school level paradidactic infrastructures, defined conditions and constraints of teachers’ collaborative work in preparing, observing and evaluating actual teaching. The systematic and comparative study of paradidactic infrastructures is proposed as a way to interpret and ultimately overcome difficulties which arise, for instance in attempts to realise major educational reforms.

AB - In this chapter, we present and compare two quite different organisations of teachers’ collaborative work: that of lesson study as a means for professional development of mathematics teachers in Japan, and that of Danish high school teachers’ collaboration in the setting of multidisciplinary modules. Each of these turns out to be crucially affected by certain school level paradidactic infrastructures, defined conditions and constraints of teachers’ collaborative work in preparing, observing and evaluating actual teaching. The systematic and comparative study of paradidactic infrastructures is proposed as a way to interpret and ultimately overcome difficulties which arise, for instance in attempts to realise major educational reforms.

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KW - Didactic observation system

KW - Lesson study

KW - Mathematics teaching

KW - Multidisciplinarity

KW - Paradidactic infrastructure

KW - Paradidactic system

KW - Study inside school

KW - Teacher collaboration

KW - Transdisciplinarity

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BT - From Text to 'Lived' Resources

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