The purpose of this paper is threefold. First, the authors set out to advance the thesis that lesson study should be considered as the signature pedagogy of teachers. Second, the authors want to argue that combining the core attributes of Chinese lesson study and Learning study will improve the practice of lesson study. Third, the authors attempt to demonstrate how teachers discover necessary aspects of the object of learning (here called “keys to learning”) through their engagement in Learning studies.
The paper conducted a contrastive analysis of two varieties of lesson studies: the Chinese lesson study and the Learning study.
Lesson studies form a field of varieties, but the commonality among them (i.e. the focus on the lesson) makes the lesson study a strong candidate for being “the signature pedagogy” of teachers. The most important attribute of the Chinese lesson study is its close connection to the daily work of teachers through its embeddedness in teacher research group (arguably the core organisational principle of the Chinese educational system). The most important attribute of the Learning study is its theoretical grounding which helps teachers create an environment for the students to discern and appropriate necessary aspects of the object of learning.
Different varieties may be enriched by including the two core attributes found in the Chinese lesson study and the Learning study.
Two empirical studies are used to exemplify how teacher might discover previously unknown necessary aspects of the object of learning (here called “keys to leaning”).
Pang, M.F. and Marton, F. (2017), "Chinese lesson study, Learning study and keys to learning", International Journal for Lesson and Learning Studies, Vol. 6 No. 4, pp. 336-347. https://doi.org/10.1108/IJLLS-01-2017-0005
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