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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.
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]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Oct-Dec2025, Vol. 60 Issue 4, p492-510. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Discussion+in+education%22">Discussion in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+strategies%22">Communication strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Persons%29%22">Facilitators (Persons)</searchLink>
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  Data: 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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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188100500
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        Value: 10.1080/08878730.2025.2500948
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      – Code: eng
        Text: English
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        PageCount: 19
        StartPage: 492
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      – SubjectFull: Discussion in education
        Type: general
      – SubjectFull: Lesson planning
        Type: general
      – SubjectFull: Communication strategies
        Type: general
      – SubjectFull: Teacher-student communication
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Mentoring in education
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      – SubjectFull: Facilitators (Persons)
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      – TitleFull: Exploring How Facilitators Influence Teacher Talk During Post-Research Lesson Discussions of Lesson Study.
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              Text: Oct-Dec2025
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