New Collection in DRI – Mathematics Teachers Participating in Lesson Study: Two Case Study Sites

The “Mathematics teachers participating in Lesson Study: two case study sites” collection offers research data that tracks the introduction of school-based Lesson Study model of professional development to two post-primary schools in Ireland. This research took place in the academic year 2012-13 and follows the participation of two groups of teachers in two case study schools: Doone and Crannog (pseudonyms). All names are anonymised.

The collection includes the information and consent form used in the project, as well as a variety of interview transcriptions with participants. The findings of this research were also used to inform policy from the National Council for Curriculum and Assessment.

Of the collection, researcher Dr. Aoibhinn Ni Shuilleabhain said,

This dataset tracks the experiences of mathematics teachers in two post-primary schools in Ireland, as they begin engaging in Lesson Study to support them in enacting the new mathematics curriculum. Lesson Study, a collaborative form of professional development, provided teachers with the opportunity to explicitly consider their pedagogical practices in relation to their students’ learning. The research tracks teachers’ interactions and engagement over a number of successive cycles in two schools. The research was supported by an Ussher Fellowship, Trinity College Dublin, and school participation was supported by the National Council for Curriculum & Assessment.

Mathematics teachers participating in Lesson Study: two case study sites” can be viewed and downloaded in the DRI Repository.

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