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- W4382865360 abstract "Purpose Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy. Design/methodology/approach A cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling. Findings The findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy. Originality/value By incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts." @default.
- W4382865360 created "2023-07-02" @default.
- W4382865360 creator A5012360324 @default.
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- W4382865360 date "2023-07-03" @default.
- W4382865360 modified "2023-09-25" @default.
- W4382865360 title "Lesson study and constructivist pedagogy: teacher learning power matters in the mediation model" @default.
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- W4382865360 doi "https://doi.org/10.1108/ijlls-04-2023-0033" @default.
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