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Theorizing Professional Learning through Lesson Study Using the Interconnected Model of Professional Growth

  • Widjaja W
  • Vale C
  • Groves S
  • et al.
DOI: 10.1007/978-3-030-04031-4_6
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Abstract

Lesson study is highly regarded as a model for teacher professional learning. Yet there are few studies that attempt to theorize the learning process for participating teachers. In an earlier paper, we used Clarke and Hollingsworth's (Teach Teach Educ 18: 947–967, 2002) …

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Widjaja, W., Vale, C., Groves, S., & Doig, B. (2019). Theorizing Professional Learning through Lesson Study Using the Interconnected Model of Professional Growth (pp. 103–133). https://doi.org/10.1007/978-3-030-04031-4_6

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