Abstract
This paper aims to understand how teachers’ learning relates to core personal, contextual and outcome variables in Lesson Study. Primary and secondary Mathematics teachers from 59 schools formed Lesson Study groups. 214 teachers participated in at least one of three surveys during the research year. Data were analysed with correlational, reliability, factor and regression analyses. Results showed strong linkages between teacher learning, professional identity, quality of dialogue, school support, Lesson Study, and student learning. The findings provide evidence of mechanisms through which professional development initiatives impact on teacher and student learning. Practical implications for realizing high-quality teacher learning are derived.
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