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 journalArticle

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.

LanguageEnglish
Pages366-377
Number of pages12
JournalTeaching and Teacher Education
Volume77
DOIs
Publication statusPublished - 2019 Jan 1

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expertise
classroom
Teaching
teacher
elementary school
data analysis
mathematics
human being
interview
student

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

Deconstructing teacher expertise for inquiry-based teaching : Looking into consensus building pedagogy in Japanese classrooms. / Inoue, Noriyuki; Asada, Tadashi; Maeda, Natsumi; Nakamura, Shun.

In: Teaching and Teacher Education, Vol. 77, 01.01.2019, p. 366-377.

Research output: Contribution to journalArticle

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