This project addresses the following research questions: (i) When reflecting on a recently taught lesson, which lesson elements or events do teachers consider most salient and how do these influence subsequent lesson planning? (ii) What forms of teacher knowledge are foregrounded in the process of reflection on a lesson, and how do these contribute to subsequent lesson planning? The project design employed the Clarke-Hollingsworth model (Clarke & Hollingsworth, 2002) to provide an orienting framework for Research Question 1. Ball, Thames, and Phelps (2008) categorised teacher knowledge with respect to Shulman’s (1987) framework, and this structured our investigation of Research Question 2. The project, as implemented in the three countries, focused on what three teachers in each country (teaching grades 5, 6 and 7) learned from the process of adapting and implementing a lesson provided by the project team, and then planning and implementing a second lesson designed to build upon the first lesson. For each participating teacher, this included the teacher’s thinking prior to the lesson, the teacher’s actions during the lesson, the teacher’s subsequent reflective thoughts about the lesson, and the consequences of this for a second lesson. In this view, the lesson functions as a catalyst for teacher knowledge construction. Utilising multi-camera research techniques during planning, classroom interactions and reflection, the knowledge construction of mathematics teachers was examined. Key components of the research design were: • A written assessment of teacher mathematical and pedagogical content knowledge and of teacher beliefs • Video recording (using three cameras) of the two lessons and all interviews • Pre- and post-lesson interviews for each of the two lessons taught (post-lesson interviews employed the video record of the lesson as stimulus) Targeted outcomes include a refined understanding of those classroom events that create opportunities for quality teacher learning and a test of existing models of teacher knowledge.It is anticipated that by comparing teacher learning in three different school systems any emergent common features will have heightened significance. Utilisation of classrooms in different school systems also provides an indication of the variation possible in forms and processes of teacher learning through classroom practice.

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407. Clarke, D. J., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.