Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms

Noriyuki Inoue, Tadashi Asada, Natsumi Maeda, Shun Nakamura

    Research output: Contribution to journalArticlepeer-review

    1 Citation (Scopus)

    Abstract

    What does it take for teachers to effectively teach inquiry-based lessons? We videotaped a series of mathematics lessons that involve whole class consensus building discussions (neriage) taught by leading teachers at Japanese elementary schools followed by teacher interviews. The triangulated data analysis revealed that the teachers facilitated class discussions to achieve the lesson goals effectively, but they made modifications to their lesson plans on the spot to bring all the students together while promoting their whole person development. Based on these, we argue that the teacher expertise to teach inquiry-based lessons effectively involves holistic envisioning, adaptability and inclusiveness.

    Original languageEnglish
    Pages (from-to)366-377
    Number of pages12
    JournalTeaching and Teacher Education
    Volume77
    DOIs
    Publication statusPublished - 2019 Jan 1

    Keywords

    • Discussion-based pedagogy
    • Inquiry-based teaching
    • Japanese teachers
    • Lesson study
    • Neriage
    • Teacher expertise

    ASJC Scopus subject areas

    • Education

    Fingerprint Dive into the research topics of 'Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms'. Together they form a unique fingerprint.

    Cite this