University of Groningen Teacher professional learning through Lesson Study Schipper, Tijmen Michiel

(1)

Teacher professional learning through Lesson Study

Schipper, Tijmen Michiel

DOI:

10.33612/diss.98636764

IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from

it. Please check the document version below.

Document Version

Publisher's PDF, also known as Version of record

Publication date:

2019

Link to publication in University of Groningen/UMCG research database

Citation for published version (APA):

Schipper, T. M. (2019). Teacher professional learning through Lesson Study: an examination of Lesson

Study in relation to adaptive teaching competence, teacher self-efficacy, and the school context.

Rijksuniversiteit Groningen. https://doi.org/10.33612/diss.98636764

Copyright

Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).

Take-down policy

If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.

Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum.

(2)

535478-L-bw-Schipper

Processed on: 16-9-2019 Processed on: 16-9-2019 Processed on: 16-9-2019

Processed on: 16-9-2019 PDF page: 166PDF page: 166PDF page: 166PDF page: 166

166

REFERENCES

A

Aalsma, E., Van den Berg, J., & De Bruijn, E. (2014). Verbindend perspectief op opleiden naar

vakmanschap. Expertisegebieden van docenten en praktijkopleiders in het mbo. [Connecting perspective on educating to craftsmanship. Areas of expertise of teachers and practical trainers in vocational education]. ’s-Hertogenbosch, the Netherlands: Expertisecentrum

Beroepsonderwijs (ECBO).

Admiraal, W., Kruiter, J., Lockhorst, D., Schenke, W., Sligte, H., Smit, B., Tigelaar, D., & De Wit, W. (2016). Affordances of teacher professional learning in secondary schools. Studies in

Continuing Education, 38(3), 281-298.

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision

Processes, 50(2), 179-211.

Ajzen, I., & Fishbein, M. (1980). Understanding Attitudes and Predicting Social Behavior. Englewood Cliffs (NJ): Prentice Hall.

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20.

B

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological

Review, 84(2), 191-215.

Bandura, A. (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.

Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of

Management, 38(1), 9-44.

Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems have come

out on top. London, UK: McKinsey & Company.

Barnett, A. G., Van der Pols, J. C., & Dobson, A. J. (2005). Regression to the mean: what it is and how to deal with it. International Journal of Epidemiology, 34, 215-220.

Bates, D., Maechler, M., Bolker, B., & Walker, S. (2014). lme4: Linear Mixed-Effects Models Using

S4 Classes. R package version 1.1-7. URL: http://CRAN.R-project.org/package=lme4.

Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., Gijselaers, W., & Westendorp, J. (2008). Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology. Educational Technology Research and Development, 56(3), 309-328.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education,

16, 749-764.

Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3-29.

Beltramo, J. L. (2017). Developing adaptive teaching practices through participation in cogenerative dialogues. Teaching and Teacher Education, 63, 326-337.

Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of

Educational Research, 35(5), 463-482.

Bjuland, R., & Helgevold, N. (2018). Dialogic processes that enable student teachers’ learning about pupil learning in mentoring conversations in a Lesson Study field practice. Teaching

and Teacher Education, 70, 246-254.

Bjuland, R. & Mosvold, R. (2015). Lesson study in teacher education: Learning from a challenging case. Teaching and Teacher Education, 52, 83-90.

(3)

535478-L-bw-Schipper

167 Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational

Researcher, 33(8), 3-15.

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary Approaches to Teacher Professional Development. In P. Peterson, E. Baker, B. McGaw (Eds.), International Encyclopedia of

Education, (volume 7, 3rd ed., pp. 548-556). Oxford: Elsevier.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn. Brain, Mind, Experience,

and School (Expanded Edition). Washington, DC: National Academy Press.

Bruggink, M., Goei, S. L., & Koot, H. M. (2016a). Teachers’ capacities to meet students’ additional support needs in mainstream primary education. Teachers and Teaching, 22(4), 448-460. Bruggink, M., Goei, S. L., & Koot, H. M. (2016b). Teachers’ perceptions of students’ additional

support needs: in the eye of the beholder? Educational Psychology, 36(3), 431-443. Brühwiler, C., & Blatchford, P. (2011). Effects of class size and adaptive teaching competency on

classroom processes and academic outcome. Learning and Instruction, 21, 95-108.

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve. How

America’s schools can get better at getting better (5th_{ed.). Cambridge, MA: Harvard Education}

Press.

Burghes, D., & Robinson, D. (2009). Lesson Study: Enhancing mathematics teaching and learning. Reading, UK: CfBT Education Trust.

C

Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2013). Lesson Study: towards a collaborative approach to learning in Initial Teacher Education? Cambridge Journal of Education, 43(4), 537-554.

Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2014). Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional Development in Education, 40(4), 511-529. Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development. Research Papers in Education, 30(2), 192-213.

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473-490.

Cassady, J. C., Speirs Neumeister, K. L., Adams, C. M., Cross, T. L., Dixon, F. A., & Pierce, R. L., (2004). The differentiated classroom observation scale. Roeper Review, 26(3), 139-146. Cerbin, B. (2011). Lesson Study: using classroom inquiry to improve teaching and learning in higher

education. Sterling, VA: Stylus Publishing, LLC.

Cheung, W. M., & Wong, W. Y. (2014). Does lesson study work? A systematic review on the effects of lesson study and learning study on teachers and students. International Journal for Lesson

and Learning Studies, 3(2), 137-149.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2012). The long-term impacts of teachers: Teacher

value-added and student outcomes in adulthood. (NBER Working Paper 17699). Cambridge,

MA: National Bureau of Economic Research.

Chichibu, T., & Kihara, T. (2013). How Japanese schools build a professional learning community by lesson study. International Journal for Lesson and Learning Studies, 2(1), 12-25.

Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of Lesson Study. The Journal of Experimental Education, 80(3), 263-283.

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth.

Teaching and Teacher Education, 18(8), 947-967.

Cochran-Smith, M., & Lytle, S. (1992). Communities for teacher research: fringe or forefront?

American Journal of Education, 62(4), 298–324.

Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.

(4)

535478-L-bw-Schipper

168

Cochran-Smith, M., & Lytle, S. (2001). Beyond certainty: taking an inquiry stance on practice. In A. Lieberman, & M. Lynne (Eds.), Teachers caught in the action: Professional development

that matters. The series on school reform, (pp. 45-58). New York: Teachers College Press.

Coenders, F., & Terlouw, C. (2015). A model for in-service teacher learning in the context of an innovation. Journal of Science Teacher Education, 26(5), 451-470.

Coenders, F., & Verhoef, N. (2019). Lesson Study: professional development (PD) for beginning and experienced teachers. Professional Development in Education, 45(2), 217-230.

Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction, and teacher efficacy. Journal of Educational

Psychology, 104(4), 1189-1204.

Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43(3), 161-173.

Cörvers, F., Mommers, A., Van der Ploeg, S., & Sapulete, S. (2017). Status en imago van de leraar

in de 21ste_{eeuw. ROA-R-2017/5. Maastricht, the Netherlands: Research Centre for Education}

and the Labour Market/Maastricht University.

Creswell, J. W. (2012). Educational Research. Planning, conducting, and evaluating quantitative

and qualitative research (4th ed.). Boston, MA: Pearson Education.

D

De Bruijn, E. (2006). Adaptief beroepsonderwijs. Leren en opleiden in transitie. [Adaptive vocational

education. Learning and educating in transition]. Utrecht/’s-Hertogenbosch, the Netherlands:

Utrecht University/CINOP.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.

Desimone, L. M., & Stuckey, D. (2014). Sustaining professional development. In L. Martin, S. Kragler, D. Quatroche, & K. Bauserman (Eds.), Handbook of Professional Development in

Education: Successful Models and Practices, Prek-12 (pp. 467-482). New York, NY: Guilford

Publications.

Desforges, C. (2015). Lesson Study as a strategic choice for CPD. In P. Dudley (Ed.), Lesson Study.

Professional learning for our time (foreword). New York: Routledge.

Deunk, M. I., Smale-Jacobse, A. E., De Boer, H., Doolaard, S., & Bosker, R. J. (2018). Effective differentiation practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24, 31-54. De Vries, S., Jansen, E. P. W. A., Helms-Lorenz, M., & Van de Grift, W. J. C. M. (2015). Student teachers’ participation in learning activities and effective teaching behaviours. European

Journal of Teacher Education, 38(4), 460-483.

De Vries, S., Roorda, G., & Van Veen, K. (2017). Lesson Study: een effectieve en bruikbare

professionaliseringsbenadering voor de Nederlandse context? [Lesson Study: An effective and useful professional development approach for the Dutch context?]. Groningen, The

Netherlands: University of Groningen.

De Vries, S., Verhoef, N., & Goei, S. L. (2016). Lesson Study: een praktische gids voor het onderwijs.

[Lesson Study: A practical guide for education]. Antwerpen/Apeldoorn: Garant Publishers.

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111-127. Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis

revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107-121.

Dudley, P. (2015). How Lesson Study works and why it creates excellent learning and teaching. In P. Dudley (Ed.), Lesson Study. Professional learning for our time (pp. 1-28). New York: Routledge.

(5)

535478-L-bw-Schipper

169 Dudley, P. (2018, July 24). Some reflections on recent development in the Lesson Study literature

[Web log post]. Retrieved March 19, 2019, from https://lessonstudy.co.uk /2018/07/new-blog-from-pete-dudley-some-reflections-on-recent-development-in-the-lesson-study-literature/. Dutch Council for Secondary Education (2016). CAO VO 2016/2017. Collectieve

arbeidsovereenkomst voor het voortgezet onderwijs. [Collective Labor Agreement for secondary

education 2016/2017]. Utrecht, The Netherlands: Dutch Council for Secondary Education. Dutch Council for Secondary Education (2018). CAO VO 2018/2019. Collectieve

arbeidsovereenkomst voor het voortgezet onderwijs. [Collective Labor Agreement for secondary

education 2018/2019]. Utrecht, The Netherlands: Dutch Council for Secondary Education. Dutch Inspectorate of Education (2017). De Staat van het Onderwijs. Onderwijsverslag 2015/2016.

[The state of Education. Educational report 2015/2016]. Utrecht, The Netherlands: Dutch Inspectorate of Education.

Dutch Inspectorate of Education (2018). De Staat van het Onderwijs. Onderwijsverslag 2016/2017. [The State of Education. Educational report 2016/2017]. Utrecht, The Netherlands: Dutch Inspectorate of Education.

E

Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of

Educational Psychology, 70(1), 113-136.

F

Fernandez, C. (2005). Lesson Study. A means for elementary teachers to develop the knowledge of Mathematics’ teachers needed for reform-minded teaching. Mathematical Thinking and

Learning, 7(4), 265-289.

Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). London: Sage. Fujii, T. (2014). Implementing Japanese Lesson Study in foreign countries: Misconceptions

revealed. Mathematics Teacher Education and Development, 16(1), 65-83.

Fujii, T. (2016). Designing and adapting tasks in lesson planning: A critical process of Lesson Study.

ZDM Mathematics Education, 48, 411-423.

G

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a National sample of teachers. American

Educational Research Journal, 38(4), 915-945.

Gehrke, R. S., & Cocchiarella, M. (2013). Preservice special and general educators’ knowledge of inclusion. Teacher Education and Special Education, 36(3), 204-216.

Geijsel, F. P., Sleegers, P. J. C., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427.

Gersten, R., Taylor, M. J., Keys, T. D., Rolfhus, E., & Newman-Gonchar, R. (2014). Summary of

research on the effectiveness of math professional development approaches. (No. REL2014-010).

Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Educational Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Giles, C., & Hargreaves, A. (2006). The sustainability of innovative schools as learning organizations

and professional learning communities during standardized reform. Educational Administration

Quarterly, 42(1), 124-156.

Godfrey, D., Seleznyov, S., Anders, J., Wollaston, N., & Barrera-Pedemonte, F. (2019). A developmental evaluation approach to lesson study: exploring the impact of lesson study in London schools. Professional Development in Education, 45(2), 325-340.

(6)

535478-L-bw-Schipper

170

Goei, S.L., Norwich, B., & Dudley, P. (in press). Lesson Study for Inclusive Teaching. Singapore: Routledge.

Goei, S. L., & Schipper, T. M. (2016). Teachers’ Sense of Self Efficacy Scale: Teachers’ opinions.

Experimental version 2.0. Amsterdam, the Netherlands: VU University.

Goldsmith, L. T., Doerr, H. M., & Lewis, C. C. (2014). Mathematics teachers’ learning: a conceptual framework and synthesis of research. Journal of Mathematics Teacher Education, 17(1), 5-36. Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching

practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a Theory of Teacher Community.

Teachers College Record, 103(6), 942-1012.

Gu, Q., & Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational

Research Journal, 39(1), 22-44.

Gubbels, J., Coppens, K. M., & De Wolf, I. (2018). Inclusive education in the Netherlands: how funding arrangements and demographic trends relate to dropout and participation rates.

International Journal of Inclusive Education, 22(11), 1137-1153.

Guskey, T. R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press. Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American

Educational Research Journal, 31(3), 627-643.

H

Hadfield, M., & Jopling, M. (2016). Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning. Teaching and Teacher Education, 60, 203-214. Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and

Teaching: History and Practice, 6(2), 151-182.

Havnes, A. (2009). Talk, planning and decision-making in interdisciplinary teacher teams: a case study. Teaching and Teacher Education, 15(1), 155-176.

Helgevold, N., Næsheim-Bjørkvik, G., & Østrem, S. (2015). Key focus areas and use of tools in mentoring conversations during internship in initial teacher education. Teaching and Teacher

Education, 49, 128-137.

Hertberg-Davis, H. (2009). Myth 7: Differentiation in the regular classroom is equivalent to gifted programs and is sufficient. Classroom teachers have the time, the skill, and the will to differentiate adequately. Gifted Child Quarterly, 53(4), 251-253.

Hiebert, J., & Stigler, J. W. (2017). Teaching versus teachers as a lever for change: Comparing a Japanese and a U.S. perspective on improving instruction. Educational Researcher, 46(4), 169-176.

Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476-487.

Hill, H. C., Charalambous, C. Y., & Kraft, M. A. (2012). When rater reliability is not enough: Teacher observation systems and a case for the generalizability study. Educational Researcher, 41(2), 56-64. Holmqvist, M. (2011). Teachers’ learning in a Learning Study. Instructional Science, 39, 497-511. Holstein, J. A., & Gubrium, J. F. (2003). Inside interviewing: New lenses, new concerns. In J. A.

Holstein & J. F. Gubrium (Eds.), Inside interviewing: New lenses, new concerns (pp. 3-30). Thousand Oaks, CA: SAGE.

Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research

Journal, 47(1), 181-217.

Howell, J. B., & Saye, J. W. (2016). Using lesson study to develop a shared professional teaching knowledge culture among 4th_{grade social studies teachers. The Journal of Social Studies}

Research, 40, 25-37.

Huang, R., & Shimizu, Y. (2016). Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: An international perspective. ZDM Mathematics Education, 48, 393-409.

(7)

535478-L-bw-Schipper

171 Huffman, J. B., & Jacobson, A. L. (2003). Perceptions of professional learning communities.

International Journal of Leadership in Education, 6(3), 239-250.

Hurd, J., & Licciardo-Musso, L. (2005). Lesson Study: Teacher-led professional development in literacy instruction. Language Arts 82(5), 388-395.

I

Imants, J., & Van Veen, K. (2010). Teacher learning as workplace learning. In E. Baker, B. McGaw, & P. Peterson (Eds.), International Encyclopedia of Education (3rd_{Ed. Part 7, pp. 569-574).}

Oxford: Elsevier.

Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis.

American Educational Research Journal, 38(3), 499-534.

Ingersoll, R. M., Merrill, E., Stuckey, D., & Collins, G. (2018). Seven trends: The transformation

of the teaching force – Updated October 2018. Research Report (#RR 2018-2). University of

Pennsylvania, PA, USA: Consortium for Policy Research in Education.

Isoda, M. (2010). Lesson Study: Problem solving approaches in Mathematics education as a Japanese experience. Procedia Social and Behavioral Sciences, 8, 17-27.

J

Janssen, F. J. J. M., Westbroek, H. B. & Doyle, W. ( 2015). Practicality studies: How to move from what works in principle to what works in practice. Journal of the Learning Sciences, 24(1), 176-186. Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry

as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9, 187-211. Jordan, A., Glenn, C., & McGhie-Richmond, D. (2010). The Supporting Effective Teaching (SET)

project: The relationship of inclusive teaching practices to teachers’ beliefs about disability and ability, and about their roles as teachers. Teaching and Teacher Education, 26, 259-266. Jordan, A., McGhie-Richmond, D. (2014). Identifying Effective Teaching Practices in Inclusive Classrooms. In C. Forlin, & T. Loreman (eds.) Measuring Inclusive Education (International

Perspectives on Inclusive Education, Volume 3) (pp. 133-162). Bingley, UK: Emerald Group

Publishing Limited.

Justi, R., & Van Driel, J. (2006). The use of the Interconnected Model of Teacher Professional Growth for understanding the development of science teachers’ knowledge on models and modelling. Teaching and Teacher Education, 22(4), 437-450.

K

Katz, S. & Dack, L. A. (2014). Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption. Studies in Educational

Evaluation, 42, 35-40.

Kennedy, M. M. (2016). How does professional development improve teaching? Review of

Ketelaar, E., Beijaard, D., Boshuizen, H. P. A., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency.

Teaching and Teacher Education, 28, 273-282.

Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.

Klassen, R. M., & Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfullfilled promise? Educational Psychology Review, 23, 21-43. Koller, I. & Hatzinger R. (2013). Nonparametric tests for the Rasch model: explanation, development,

and application of quasi-exact tests for small samples. Interstat, 11, 1-16.

(8)

535478-L-bw-Schipper

172

Kratochwill, T. R., Volpiansky, P., Clements, M., & Ball, C. (2007). Professional development in implementing and sustaining multitier prevention models: Implications for response to intervention. School Psychology Review, 36(4), 618-631.

Künsting, J., Neuber, V., & Lipowsky, F. (2016). Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology in Education, 31, 299-322. Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behaviour and student outcomes. Suggestions for research on teacher training and professional development. Teaching and

Teacher Education, 25, 12-23.

L

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Leavy, A. M., & Hourigan, M. (2016). Using lesson study to support knowledge development in initial teacher education: insights from early number classrooms. Teaching and Teacher

Education, 57, 161-175.

Lee, C. K. E. (2015). Examining education rounds through the lens of lesson study. International

Journal of Educational Research, 73, 100-106.

Lee Bae, C., Hayes, K. N., Seitz, J., O’Connor, D., & DiStefano, R. (2016). A coding tool for examining the substance of teacher professional learning and change with example cases from middle school science lesson study. Teaching and Teacher Education, 60, 164-178.

Levine, T. H., & Marcus, A. S. (2010). How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26, 389-398. Lewis, C. (2015). What is improvement science? Do we need it in education? Educational

Researcher, 44(1), 54-61.

Lewis, C., & Perry, R. (2014). Lesson Study with mathematical resources: A sustainable model for locally-led teacher professional learning. Mathematics Teacher Education and Development,

16(1), 22-42.

Lewis, C. C., & Perry, R. R. (2015). A randomized trial of Lesson Study with mathematics resource kits: analysis of impact on teachers’ beliefs and learning community. In J. A. Middleton, J. Cai & S. Hwang (Eds.), Large-scale studies in mathematics education (pp. 133-158). Cham, Switzerland: Springer International Publishing.

Lewis, C., & Perry, R. (2017). Lesson Study to scale up research-based knowledge: A randomized, controlled trial of fractions learning. Journal for Research in Mathematics Education, 48(3), 261-299. Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve

teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368-375. Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson

study: a theoretical model and North American case. Journal of Mathematics Teacher

Education, 12, 285-304.

Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The Case of Lesson Study. Educational Researcher, 35(3), 3-14.

Lewis, J. M. (2016). Learning to lead, leading to learn: How facilitators learn to lead lesson study.

ZDM Mathematics Education, 48(4), 527-540.

Lieberman, J. (2009). Reinventing teacher professional norms and identities: the role of lesson study and learning communities. Professional Development in Education, 35(1), 83-99. Lim, C., Lee, C., Saito, E., & Haron, S. S. (2011). Taking stock of Lesson Study as a platform for

teacher development in Singapore. Asia-Pacific Journal of Teacher Education, 39(4), 353-365. Ling, L. M., & Marton, F. (2011). Towards a science of the art of teaching. International Journal for

Lesson and Learning Studies, 1(1), 7-22.

Little, J. W. (2012). Professional community and professional development in the learning-centered school. In M. Kooy, & K. van Veen (Eds.), Teacher learning that matters: International

(9)

535478-L-bw-Schipper

173 Loevinger, J. (1948). The technique of homogenous tests compared with some aspects of scale

analysis and factor analysis. Psychological Bulletin, 45, 507-530

Louws, M. L., Meirink, J. A., Van Veen, K., & Van Driel, J. H. (2017). Exploring the relation between teachers’ perceptions of workplace conditions and their professional learning goals.

Professional Development in Education, 43(5), 770-788.

M

Maeng, J. L., & Bell, R. L. (2015). Differentiating science instruction: Secondary science teachers’ practices. International Journal of Science Education, 37(13), 2065-2090.

Mair, P., & Hatzinger, R. (2007). Extended Rasch modelling: The eRm package for the application of IRT models in R. Journal of Statistical Software, 20, 1–20.

Malinen, O., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N., & Tlale, D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher

Education, 33, 34-44.

Malinen, O., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28, 526-534.

Maulana, R., Helms-Lorenz, M., & Van de Grift, W. (2015). Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: A Rasch modelling approach. School Effectiveness and School Improvement, 26(2), 169-194.

McKeel, A. J. (2012). What works in solution-focused brief therapy: A review of change-process research. In C. Franklin, T. S. Franklin, W. J. Gingerich, & E. McCollum (Eds.), Solution-focused

brief therapy: A handbook of evidence-based practice (pp. 130-143). New York: Oxford Press.

McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities: A synthesis of observation research. Learning Disability

Quarterly, 38(4), 195-207.

McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities:

Professional strategies to improve student achievement. New York: Teachers College Press.

Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.

Merchie, E., Tuytens, M., Devos, G., & Vanderlinde, R. (2018). Evaluating teachers’ professional development initiatives: towards an extended evaluative framework. Research Papers in

Education, 33(2), 143-168.

Mokken, R. J. (1971). A theory and procedure of scale analysis: With applications in political

research (Vol. 1). The Hague, NL: Walter de Gruyter.

Molenaar, I.W., & Sijtsma, K. (2000). User’s Manual MSP5 for Windows [Software manual]. Groningen, The Netherlands: IEC ProGAMMA.

Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems

keep getting better. London, UK: McKinsey & Company.

Mutch-Jones, K., Puttick, G., & Minner, D. (2012). Lesson Study for accessible science: Building expertise to improve practice in inclusive science classrooms. Journal of Research in Science

Teaching, 49(8), 1012-1034.

N

Naraian, S., & Schlessinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179-189. Ni Shuilleabhain, A., & Seery, A. (2018). Enacting curriculum reform through lesson study: a case

study of mathematics teacher learning. Professional Development in Education, 44(2), 222-236. Norwich, B., Dudley, P., & Ylonen, A. (2014). Using lesson study to assess pupils’ learning

difficulties. International Journal for Lesson and Learning Studies, 3(2), 192-207.

(10)

535478-L-bw-Schipper

174

Norwich, B., Fujita, T., Adlam, A., Milton, F., & Edwards-Jones, A. (2018). Lesson Study: an inter-professional collaboration approach for Educational Psychologists to improve teaching and learning. Educational Psychology in Practice, 34(4), 370-385.

Norwich, B., & Ylonen, A. (2013). Design based research to develop the teaching of pupils with moderate learning difficulties (MLD). Evaluating lesson study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34(2), 162-173.

Nusche, D., Braun, H., Halász, G., & Santiago, P. (2014). OECD Reviews of Evaluation and

Assessment in Education: Netherlands 2014. Paris, France: OECD Publishing.

O

OECD (2012). Education at a Glance 2012: OECD indicators. Paris, France: OECD Publishing. OECD (2016). Netherlands 2016: Foundations for the future. Reviews of National Policies for

Education. Paris, France: OECD Publishing.

OECD (2018). Effective Teacher Policies: Insights from PISA. Paris, France: OECD Publishing. Opfer, D. (2016). Conditions and practices associated with teacher professional development and

its impact on instruction in TALIS 2013. OECD Education Working Papers, No. 138, OECD Publishing.

Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of

O’Shea, J., Teague, S., Jordan, G., Lang, J., & Dudley, P. (2015). Leading Lesson Study in schools and across school systems. In P. Dudley (Ed.), Lesson Study. Professional learning for our time (pp. 59-85). New York: Routledge.

Oude Groote Beverborg, A., Sleegers, P. J. C., & Van Veen, K. (2015). Fostering teaching learning in VET colleges: Do leadership and teamwork matter? Teaching and Teacher Education, 48, 22-33. Oude Groote Beverborg, A., Sleegers, P. J. C., Endedijk, M. D., & Van Veen, K. (2015).

Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools? Societies, 5, 187-219.

P

Pang, M. F. (2006). The use of learning study to enhance teacher professional learning in Hong Kong. Teaching Education, 17(1), 27-42.

Pang, M. F., & Marton, F. (2003). Beyond ‘Lesson Study’: comparing two ways of facilitating the grasp of some economic concepts. Instructional Science, 31, 175-194.

Parsons, S. A., Vaugh, M., Scales, R. Q., Gallagher, M. A., Parsons, A. W., Davis, S. G., Pierczynksi, M., & Allen, M. (2018). Teachers’ instructional adaptations: A research synthesis. Review of

Patrick, H., & Mantzicopoulos, P. (2016). Is effective teaching stable? The Journal of Experimental

Education, 84(1), 23-47.

Patton, K., & Parker, M. (2017). Teacher education communities of practice: More than a culture of collaboration. Teaching and Teacher Education, 67, 351-360.

Pennings, H. J. M., Brekelmans, M., Sadler, P., Claessens, L. C. A., Van der Want, A. C., & Van Tartwijk, J. (2018). Interpersonal adaptation in teacher-student interaction. Learning and

Instruction, 55, 41-57.

Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US?

Journal of Educational Change, 10(4), 365-391.

Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational

Researcher, 38(2), 109-119.

Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System:

(11)

535478-L-bw-Schipper

175 Ponocny, I. (2001). Non-parametric goodness-of-fit tests for the Rasch model. Psychometrika 66,

437–460.

Prast, E. J., Van de Weijer-Bergsma, E., Kroesbergen, E. H., & Van Luit, J. E. H. (2018). Teaching students with diverse achievement levels: Observed implementation of differentiation in primary mathematics education. In E. J. Prast (Ed.), Differentiation in primary mathematics education

(Doctoral thesis) (pp. 53-81). Utrecht, The Netherlands: Utrecht University. Retrieved from

https://dspace.library.uu.nl/bitstream/1874/364287/1/Prast.pdf.

Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education,

68, 77-90.

Puchner, L. D., & Taylor, A. R. (2006). Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups. Teaching and Teacher Education, 22, 922-934. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about

research on teacher learning? Educational Researcher, 29(1), 4-15.

R

Randi, J., & Corno, L. (2005). Teaching and learner variation. British Journal of Educational

Psychology, 2(3), 47-69.

Romkes, G. (2017). De generieke kennisbasis voor de tweedegraads lerarenopleidingen. Gebruikerswaarde, betekenis en impact [The generic knowledge base for second degree teacher training programs. User value, meaning and impact]. In G. Geerdink, & I. Pauw (Eds.).

Kennisbasis lerarenopleiders. Katern 3: Inhoud en vakdidactiek op de lerarenopleidingen (pp.

169-179). Werkendam, the Netherlands: Hollandse Druk.

Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50-60.

Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: development and validation of a differentiated instruction scale. International Journal of Inclusive Education,

17(11), 1186-1204.

S

Saito, E., & Atencio, M. (2013). A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning. Teaching and Teacher

Education, 31(3), 87-95.

Schaap, H., Louws, M., Meirink, J., Oolbekkink-Marchand, H., Van der Want, A., Zuiker, I., Zwart, R., & Meijer, P. (2018). Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education, DOI: 10.1080/19415257.2018.1547781.

Schenke, W., Sligte, H. W., Admiraal, W., Buisman, M., Emmelot, Y. W., Meirink, J., & Smit, B. (2015). Scan School als Professionele Leergemeenschap. [School as Professional Learning Community Scan]. Amsterdam, The Netherlands: Kohnstamm Instituut.

Schipper, T., Goei, S. L., De Vries, S., & Van Veen, K. (2017). Professional growth in adaptive teaching competence as a result of Lesson Study. Teaching and Teacher Education, 68, 289-303. Schipper, T., Goei, S. L., De Vries, S., & Van Veen, K. (2018). Developing teachers’ self-efficacy

and adaptive teaching behaviour through lesson study. International Journal of Educational

Research, 88, 109-120.

Schleicher, A. (2016). Teaching excellence through professional learning and policy reform: Lessons

from around the world. International Summit on the Teacher Profession. Paris, France: OECD

Publishing.

Schoenfeld, A. H. (2013). Classroom observations in theory and practice. ZDM Mathematics

Education, 45, 607-621.

(12)

535478-L-bw-Schipper

176

Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 71-96). Greenwich, Connecticut: Information Age Publishing.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational

Researcher, 15(2), 4-14.

Sibbald, T. (2009). The relationship between Lesson Study and Self-Efficacy. School Science and

Mathematics, 109(8), 450-460.

Silva, J. C., & Morgado, J. (2004). Support teachers’ beliefs about the academic achievement of students with special educational needs. British Journal of Special Education, 31(4), 207-214. Sims, L., & Walsh, D. (2009). Lesson Study with preservice teachers: Lessons from lessons.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational

Psychology, 99(3), 611-625.

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26, 1059-1069.

Smit, R., & Humpert, W. (2012). Differentiated instruction in small schools. Teaching and Teacher

Education, 28(8), 1152-1162.

Smith, T. W., Baker, W. K., Hattie, J., & Bond, L. (2008). Chapter 12. A validity study of the certification system of the National Board for Professional Teaching Standards. In L. Ingvarson & J. Hattie (eds.), Assessing Teachers for Professional Certification: The first Decade of the

National Board for Professional Teaching Standards. Advances in Program Evaluation Series (volume11). (pp. 345-378). Oxford, UK: Elsevier.

Snow, R. E. (1997). Aptitudes and symbol systems in adaptive classroom teaching. The Phi Delta

Kappan, 78(5), 354-360.

Sperandio, J. & Kong, P. A. (2018). Forging professional learning communities: the role of external agency. International Journal of Leadership in Education, 21(1), 80-94.

Stepanek, J., Appel, G., Leong, M., Mangan, M. T., & Mitchell, M. (2007). Leading Lesson Study:

A practical guide for teachers and facilitators. Thousand Oaks, CA: Corwin Press.

Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for

improving education in the classroom. New York: Free Press.

Stigler, J. W., & Hiebert, J. (2016). Lesson Study, improvement, and the importing of cultural routines. ZDM Mathematics Education, 48, 581-587.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258.

Stronge, J. H., Ward, T. J., Tucker, P. D., & Hindman, J. L. (2008). What is the relationship between teacher quality and student achievement? An explorative study. Journal of Personnel Evaluation

in Education, 20(3-4), 165-184.

Summers, J. J., Davis, H. A., & Woolfolk Hoy, A. (2017). The effects of teachers’ efficacy beliefs on pupils’ perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17-25. Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and their implementation of

differentiated instruction in classrooms. Teaching and Teacher Education, 67, 291-301. Swennen, A., Lunenberg, M., & Korthagen, F. (2008). Preach what you teach! Teacher educators

and congruent teaching. Teachers and Teaching: theory and practice, 14(5-6), 531-542.

T

Takahashi, A. (2014a). Supporting the effective implementation of a new mathematics curriculum: A case study of school-based Lesson Study at a Japanese public elementary school. In: Y. Li, & G. Lappan (Eds.). Mathematics curriculum in school education. Advances in mathematics

(13)

535478-L-bw-Schipper

177 Takahashi, A. (2014b). The role of the knowledgeable other in Lesson Study: Examining the final

comments of experienced Lesson Study practitioners. Mathematics Teacher Education and

Development, 16(1), 2-17.

Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: maximizing the impact of lesson study. ZDM Mathematics Education, 48(4), 513-526.

Timperley, H. S. (2011). Realizing the power of professional learning. Maidenhead, UK: Open University Press.

Tschannen-Moran, M. & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944-956. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and

measure. Review of Educational Research, 68(2), 202-248.

Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory into

Practice, 44(3), 262-269.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the

Education of the Gifted, 27(2/3), 119-145.

Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, Virginia: ASCD.

Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130-154.

U

UNESCO (2009). Policy guidelines on inclusion in education. Paris, France: UNESCO.

UNESCO (2017). A guide for ensuring inclusion and equity in education. Paris, France: UNESCO.

V

Valckx, J., Vanderlinde, R., & Devos, G. (2019). Departmental PLCs in secondary schools: the importance of transformational leadership, teacher autonomy, and teachers’ self-efficacy.

Educational Studies, DOI: 10.1080/03055698.2019.1584851.

Valli, L., & Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability.

American Educational Research Journal, 44(3), 519-558.

Van de Grift, W. (2007). Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educational Research, 49(2), 127-152. Van de Grift, W., Helms-Lorenz, M., & Maulana, R. (2014). Teaching skills of student teachers:

Calibration of an evaluation instrument and its value in predicting student academic engagement. Studies in Educational Evaluation, 43, 150-159.

Van der Ark, L. A. (2007). Mokken scale analysis in R. Journal of statistical software, 20(11), 1-19. Van der Lans, R. M., Van de Grift, W. J. C. M., & van Veen, K. (2015). Developing a teacher

evaluation instrument to provide formative feedback using student ratings of teaching acts.

Educational Measurement: Issues and Practice, 34(3), 18-27.

Van der Lans, R. M., Van de Grift, W. J. C. M., & Van Veen, K. (2017). Individual differences in teacher development: An exploration of the applicability of a stage model to assess individual teachers. Learning and Individual Differences, 58, 46-55.

Van der Lans, R. M., Van de Grift, W. J. C. M., & Van Veen, K. (2018). Developing an instrument for teacher feedback: Using the Rasch model to explore teachers’ development of effective teaching strategies and behaviors. The Journal of Experimental Education, 86(2), 247-264.

(14)

535478-L-bw-Schipper

178

Van der Lans, R. M., Van de Grift, W. J. C. M., Van Veen, K., & Fokkens-Bruinsma, M. (2016). Once is not enough: Establishing reliability criteria for feedback and evaluation decisions based on classroom observations. Studies in Educational Evaluation, 50, 88-95.

Van der Want, A. C., Den Brok, P., Beijaard, D., Brekelmans, M., Claessens, L. C. A., & Pennings, H. J. M. (2019). The relation between teachers’ interpersonal role identity and their self-efficacy, burnout and work engagement. Professional Development in Education, 45(3), 488-504. Van Driel, J. H., Meirink, J. A., Van Veen, K., & Zwart, R. C. (2012). Current trends and missing

links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129-160.

Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., Van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School

Improvement, 30(1), 51-67.

Van Halem, N., Goei, S. L., & Akkerman, S. F. (2016). Formative assessment in teacher talk during lesson studies. International Journal for Lesson and Learning Studies, 5(4), 313-328. Van Joolingen, W. R., Goei, S. L., Willemse, M., & Schipper, T. M. (2018, April). Lesson Study in

initial teacher education: Opportunities, challenges, and caveats. Roundtable session presented

at the American Educational Research Association (AERA) 2018. New York, NY, USA. Abstract retrieved from www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/1000005.

VanTassel-Baska, J. (2012). Analyzing differentiation in the classroom using the COS-R. Gifted

Child Today, 35(1), 42-48.

VanTassel-Baska, J., Quek, C., & Feng, A. X. (2007). The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Review, 29(2), 84-92. VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted

learners in the regular classroom. Theory into Practice, 44(3), 211-217.

Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change.

Journal of Curriculum Studies, 38(1), 85-111.

Verhoef, N. C., Coenders, F., Pieters, J. M., Van Smaalen, D., Tall, D. O. (2015). Professional development through lesson study: teaching the derivative using GeoGebra. Professional

Development in Education, 41(1), 109-126.

Verhoef, N., Tall, D., Coenders, F., & Van Smaalen, D. (2013). The complexities of a Lesson Study in a Dutch situation: Mathematics teacher learning. International Journal of Science and

Mathematics Education, 12(4), 1-23.

Vermunt, J. D., Vrikki, M., Van Halem, N., Warwick, P., & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher

Education, 81, 61-73.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher

Education, 24, 80-91.

Vesterinen, O., Toom, A., & Patrikainen, S. (2010). The stimulated recall method and ICTs in research on the reasoning of teachers. International Journal of Research & Method in Education,

33(2), 183-197.

Vieluf, S., Kunter, M., & Van de Vijver, F. J. R. (2013). Teacher self-efficacy in cross-national perspective. Teaching and Teacher Education, 35, 92-103.

Vogt, F. & Rogalla, M. (2009). Developing adaptive teaching competency through coaching.

Vrikki, M., Warwick, P., Vermunt, J. D., Mercer, N., & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and

Teacher Education, 61, 211-224.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

(15)

535478-L-bw-Schipper

179

W

Wake, G., Swan, M., & Foster, C. (2016). Professional learning through the collaborative design of problem-solving lessons. Journal of Mathematics Teacher Education, 19, 243-260.

Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148-176.

Warwick, P., Vrikki, M., Karlsen, A. M. F., Dudley, P., & Vermunt, J. D. (2019). The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of

Education, 49(4), 435-455.

Watson, S. (2006). Virtual mentoring in higher education: Teacher education and cyber-connections.

International Journal of Teaching and Learning in Higher Education, 18(3), 168-179.

Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739.

Wenger, E. (1998). Communities of Practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.

White, A. L., & Lim, C. S. (2008). Lesson Study in Asia Pacific classrooms. Local responses to a global movement. ZDM International Journal of Mathematics Education, 40, 915-925. Widjaja, W., Vale, C., Groves, S., & Doig, B. (2017). Teachers’ professional growth through

engagement with lesson study. Journal of Mathematics Teacher Education, 20(4), 357-383. Wilkins, C. (2017). ‘Elite’ career-changers and their experience of initial teacher education. Journal

of Education for Teaching, 43(2), 171-190.

Wolthuis, F., De Vries, S., & Van Veen, K. (2018). Whose job is it anyway? Applying an normalization

process theory lens to organizing lesson study. Manuscript submitted for publication.

Wood, P. & Cajkler, W. (2018). Lesson Study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Further and Higher Education, 42(3), 313-326. Woolfolk Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of

teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343-356.

X

Xu, H., & Pedder, D. (2015). Lesson Study: an international review of the research. In P. Dudley (Ed.), Lesson Study. Professional learning for our time (pp. 29-58). New York: Routledge.

Y

Ylonen, A., & Norwich, B. (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317. Ylonen, A., & Norwich, B. (2015). How Lesson Study helps teachers of pupils with specific needs

or difficulties. In P. Dudley (Ed.), Lesson Study. Professional learning for our time (pp. 86-106). New York: Routledge.

Z

Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, pupil academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review