Characterizing teachers' collective learning through lesson study as document development: a case study in China (English)
- New search for: Huang, Xingfeng
- Further information on Huang, Xingfeng:
- https://orcid.org/0000-0002-7263-3865
- New search for: Huang, Rongjin
- Further information on Huang, Rongjin:
- https://orcid.org/0000-0003-1442-6144
- New search for: Huang, Xingfeng
- Further information on Huang, Xingfeng:
- https://orcid.org/0000-0002-7263-3865
- New search for: Huang, Rongjin
- Further information on Huang, Rongjin:
- https://orcid.org/0000-0003-1442-6144
In:
International Journal for Lesson & Learning Studies
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12
, 1
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92-105
;
2022
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ISSN:
- Article (Journal) / Electronic Resource
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Title:Characterizing teachers' collective learning through lesson study as document development: a case study in China
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Additional title:Characterizing teachers' collective learning
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Contributors:Huang, Xingfeng ( author ) / Huang, Rongjin ( author )
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Published in:International Journal for Lesson & Learning Studies ; 12, 1 ; 92-105
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Publisher:
- New search for: Emerald Publishing Limited
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Publication date:2022-12-12
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Size:14 pages
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ISSN:
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DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:English
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Keywords:
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Source:
Table of contents – Volume 12, Issue 1
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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Guest editorial: Networking theories for understanding and guiding lesson studyHuang, Rongjin / da Ponte, João Pedro / Clivaz, Stéphane et al. | 2023
- 7
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Designing lesson study for individual and collective learning: networking theoretical perspectivesWake, Geoffrey et al. | 2022
- 21
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How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual frameworkClivaz, Stéphane / Daina, Audrey / Batteau, Valérie / Presutti, Sara / Bünzli, Luc-Olivier et al. | 2022
- 38
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From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson studyAdler, Jill / Mwadzaangati, Lisnet / Takker, Shikha et al. | 2022
- 52
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Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME projectJessen, Britta / Bos, Rogier / Doorman, Michiel / Winsløw, Carl et al. | 2022
- 65
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A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programmeSkott, Charlotte Krog et al. | 2022
- 78
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The development of teachers' knowledge in a lesson studyDa Ponte, João Pedro / Quaresma, Marisa / Mata-Pereira, Joana et al. | 2022
- 92
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Characterizing teachers' collective learning through lesson study as document development: a case study in ChinaHuang, Xingfeng / Huang, Rongjin et al. | 2022
- 106
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Examining teachers' learning through a project-based learning lesson study: a case study in ChinaQi, Chunxia / Lai, Mun Yee / Liu, Lizhe / Zuo, Siyu / Liang, Haili / Li, Ruisi et al. | 2022