Abstract
Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited. Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.
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