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
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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. p. 291-304.Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review
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TY - CHAP
T1 - A comparative perspective on teacher collaboration
T2 - The cases of lesson study in Japan and of multidisciplinary teaching in Denmark
AU - Winsløw, Carl
PY - 2012/1/1
Y1 - 2012/1/1
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.
KW - Curriculum reform
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
UR - http://www.scopus.com/inward/record.url?scp=84888065861&partnerID=8YFLogxK
U2 - 10.1007/978-94-007-1966-8_15
DO - 10.1007/978-94-007-1966-8_15
M3 - Book chapter
AN - SCOPUS:84888065861
SN - 9789400719651
SP - 291
EP - 304
BT - From Text to 'Lived' Resources
PB - Springer Netherlands
ER -
ID: 233652488