Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study.
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| Title: | Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study. |
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| Authors: | Uffen, Iris1 (AUTHOR) i.uffen@rug.nl, de Vries, Siebrich1 (AUTHOR), Goei, Sui Lin2,3 (AUTHOR), Verhoef, Nellie4 (AUTHOR) |
| Source: | Teacher Educator. Oct-Dec2025, Vol. 60 Issue 4, p492-510. 19p. |
| Subject Terms: | *Discussion in education, *Lesson planning, *Communication strategies, *Teacher-student communication, *Teacher training, *Mentoring in education, Facilitators (Persons) |
| Abstract: | When teachers participate in lesson study (LS), their learning depends greatly on inquiry-oriented talk, in which they interact to understand and challenge one another's perspectives. Previous research has shown that an LS facilitator can add value to this type of talk. In a two-case study, this research investigates how facilitators influence teacher talk during two post-research lesson discussions (PLDs). The findings show that how the facilitator communicates the PLD's rationale, organizes conversational phases, and supports framing the PLD's goals and questions can influence teacher talk. This study provides in-depth insights into the challenges of facilitating PLDs and identifies ways to support facilitators in developing and adjusting existing support and training. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | When teachers participate in lesson study (LS), their learning depends greatly on inquiry-oriented talk, in which they interact to understand and challenge one another's perspectives. Previous research has shown that an LS facilitator can add value to this type of talk. In a two-case study, this research investigates how facilitators influence teacher talk during two post-research lesson discussions (PLDs). The findings show that how the facilitator communicates the PLD's rationale, organizes conversational phases, and supports framing the PLD's goals and questions can influence teacher talk. This study provides in-depth insights into the challenges of facilitating PLDs and identifies ways to support facilitators in developing and adjusting existing support and training. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08878730 |
| DOI: | 10.1080/08878730.2025.2500948 |
