A comparative perspective on teacher collaboration: The cases of lesson study in Japan and of multidisciplinary teaching in Denmark
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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.
Original language | English |
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Title of host publication | From Text to 'Lived' Resources : Mathematics Curriculum Materials and Teacher Development |
Number of pages | 14 |
Publisher | Springer Netherlands |
Publication date | 1 Jan 2012 |
Pages | 291-304 |
ISBN (Print) | 9789400719651 |
ISBN (Electronic) | 9789400719668 |
DOIs | |
Publication status | Published - 1 Jan 2012 |
- Curriculum reform, Didactic observation system, Lesson study, Mathematics teaching, Multidisciplinarity, Paradidactic infrastructure, Paradidactic system, Study inside school, Teacher collaboration, Transdisciplinarity
Research areas
ID: 233652488