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

Noriyuki Inoue; Tadashi Asada; Natsumi Maeda; Shun Nakamura

doi:10.1016/j.tate.2018.10.016

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

Noriyuki Inoue^*, Tadashi Asada, Natsumi Maeda, Shun Nakamura

^*Corresponding author for this work

School of Human Sciences

Research output: Contribution to journal › Article › peer-review

15 Citations (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 language	English
Pages (from-to)	366-377
Number of pages	12
Journal	Teaching and Teacher Education
Volume	77
DOIs	https://doi.org/10.1016/j.tate.2018.10.016
Publication status	Published - 2019 Jan

Keywords

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

ASJC Scopus subject areas

Education

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10.1016/j.tate.2018.10.016

Cite this

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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.",

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AU - Nakamura, Shun

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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