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Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school

Olga Khokhotva (Faculty of Psychology and Education, Deustuko Unibersitatea, Bilbao, Spain)
Iciar Elexpuru-Albizuri (Faculty of Psychology and Education, Deustuko Unibersitatea, Bilbao, Spain)

International Journal for Lesson and Learning Studies

ISSN: 2046-8253

Article publication date: 15 March 2021

Issue publication date: 23 July 2021

Abstract

Purpose

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”

Design/methodology/approach

This qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.

Findings

The study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.

Research limitations/implications

The study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.

Originality/value

Firstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

Keywords

Acknowledgements

This research came to light owing to the financial aid provided by the University of Deusto (Bilbao, Spain) through the FPI grant. The authors are also immensely grateful to the four enthusiastic EFL teachers in a Basque Country school for their willingness to engage in reflective practice for the benefit of their students.

Citation

Khokhotva, O. and Elexpuru-Albizuri, I. (2021), "Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school", International Journal for Lesson and Learning Studies, Vol. 10 No. 3, pp. 274-285. https://doi.org/10.1108/IJLLS-12-2020-0096

Publisher

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Emerald Publishing Limited

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