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.
