Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development
Thomas Delahunty, Aoibhinn Ní Shúilleabháin, Lillian Waters
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Abstract
Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ participation in professional development in Ireland.
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