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Article
Publication date: 25 March 2012

Tadashi Asada

The purpose of this paper is to communicate how Japanese culture impacts upon mentoring in schools in Japan and to report on a study of mentor and novice teacher dialogue…

Abstract

Purpose

The purpose of this paper is to communicate how Japanese culture impacts upon mentoring in schools in Japan and to report on a study of mentor and novice teacher dialogue. The study is located within the context of explanations of dialogue, practical knowledge and mentoring as collaborative enquiry. It concludes that the time spent by novice teachers in Japanese schools is too short for mentoring to move beyond an apprenticeship model.

Design/methodology/approach

In this small study conducted between June 2006 and February 2007, the dialogues between a female novice teacher and a male mentor, who had 27 years’ teaching experience, were analyzed on three occasions. According to the mentoring analysis system developed by the author and his colleagues, all discussion was recorded between the mentor and the mentee about the mentee's teaching using a digital recorder and a video camera. A transcript was made from both recordings, then morphological analysis used (a kind of text analysis) for the transcript, and nouns, adjectives, verbs and adverbs were identified in transcripts.

Findings

In total, 46 teaching scenarios were analyzed, where the mentor was offering his comments about a total of three recorded lessons by the mentee. Patterns of linguistic interaction between the mentor and mentee during dialogues were noted down and attempts made to identify a dialectical process (of thesis, antithesis and synthesis).

Research limitations/implications

The study undertaken took place over one year in one elementary school in Japan. The practice of mentoring is not widespread in schools and can usefully be extended.

Practical implications

For teachers to become collaborative enquirers, undertaking collaborative research focused on developing teacherspractical knowledge, the period of initial teacher development for novice teachers could usefully be extended in schools in Japan.

Social implications

The impact of culture and, in particular, in‐group (uchi) and out‐group (soto) culture in schools in Japan needs to be understood so that novice teachers can be accepted as part of the school's in‐group.

Originality/value

The paper describes a unique study into the impact of culture in Japanese schools and, in particular, into the impact of uchi (in‐group) and soto (out‐group) traditions that reinforce the apprenticeship model of teachers’ induction into the profession.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

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Book part
Publication date: 24 June 2013

Freema Elbaz-Luwisch and Lily Orland-Barak

This chapter traces the development of teacher knowledge in the field of education from the 1970s onward. It pays attention to the conceptualizations of personal knowledge

Abstract

This chapter traces the development of teacher knowledge in the field of education from the 1970s onward. It pays attention to the conceptualizations of personal knowledge and personal practical knowledge and relates pedagogical content knowledge to the aforementioned concepts. It then moves on to the more expansive topic of teacher learning in community paying particular attention to dialogical and relational ways of knowing. The work covers intellectual ground that has been traveled and signals new areas where research is likely to be conducted.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

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Article
Publication date: 13 July 2015

Ulla Runesson

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is…

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Abstract

Purpose

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

Design/methodology/approach

This paper presents the Special Issue papers thematically and the main issues are discussed.

Findings

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teacherspractical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

Originality/value

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 24 June 2013

Xiao Han and Zhuo Feng

The Chinese system of education is shifting from an examination orientation to a more creative approach in order to increase educational quality. The New Curriculum in…

Abstract

The Chinese system of education is shifting from an examination orientation to a more creative approach in order to increase educational quality. The New Curriculum in China requires not only changes in content and form, but also sets higher expectations for teachers’ instructional strategies and quality course design. Against this policy backdrop, China developed and implemented the School-Based Instructional Research (SBIR) model to improve teachers’ professional knowledge and development. In this ISATT anniversary chapter, our discussion revolves around the theme of SBIR, including its origin, progression, process, elements, and methods. To end, we summarize the expectations and prospects for SBIR in the Chinese educational context.

Details

From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Type: Book
ISBN: 978-1-78190-851-8

Keywords

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Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

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Article
Publication date: 5 January 2015

Encarna Soto Gómez, Maria J Serván Núñez and Angel I Pérez Gómez

The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by…

Abstract

Purpose

The purpose of this paper is to present the possibilities offered by Lesson and Learning Studies (LLS) for training and for improving and generating knowledge by reconstructing the practical knowledge of teachers in university training through joint design, observation and reflection. In short, the research aims to show how merging LLS contributes to developing fundamental teaching skills in new, uncertain contexts and to recreating processes of research and analysis of complex situations from critical and creative perspectives by involving university teachers and student teachers in disciplined, informed reflection on their own practice through shared, narrative productions in a dual spiral which promotes the contrasting of experiences and perspectives in an ongoing manner.

Design/methodology/approach

A case study of own practice in a university master’s degree, the aim of which is to develop a training improvement process by following the stages of LLS.

Findings

The case study shows the need to reverse the theory-practice sequence and to increase the importance of experience, the relevance of tutoring in the role of teachers, and the significance of cooperation and contrast as learning strategies. The evidence presented shows that LLS can be an extremely useful resource and procedure to reconstruct practical knowledge, facilitating internal contrast between the different espoused theories of the members of the group of teachers, and also between their espoused theories and their practical knowledge, in other words their theories-in-use.

Originality/value

The paper explores the value of LLS to reconstruct the practical knowledge of university teachers.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 13 July 2015

Encarna Soto Gómez, María J. Serván Núñez, Angel I Pérez Gómez and Noemi Peña Trapero

The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the…

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Abstract

Purpose

The purpose of this paper is to show, from a theoretical point of view, the promising relationship between the processes generated by Lesson Studies (LS) and the development of practical thinking in in-service teacher training, derived from two pieces of research.

Design/methodology/approach

The authors propose broadening the focus of LS in order to not only improve the “lesson” or “teaching” – in short, practice – but also to reconstruct and improve the practical knowledge of teachers. The core issue of the paper is the discussion about the relationship between the practical knowledge, the knowledge that every teacher uses in his or her daily practice, theories-in-use, mostly unconscious, and the conscious and explicit knowledge, practical thinking, explicit theory, they use to describe and justify their practice.

Findings

Knowing our practical knowledge intuitive Gestalt, and building a new conscious and informed way of thinking is not enough, we need to build through systematic new practice a new way of doing, a new way of perceiving, interpreting, taking decisions and acting, coherent with our new theories. LS reinforces these two complementary movements: the practical theorizing movement, the reflexion on action to discover the implicit believes, habits, attitudes and emotions underlying the practice, and the experimentation of the new theory to form the new habits, beliefs, attitudes and emotions that support the development of a new form of teaching. This second movement needs more time and adequate teaching context, confirming the long spiral cycle of LS.

Originality/value

With emphasis on the dialectical relationship between practical theorizing and the experimentation of theory, this paper could set out a new approach for LSs as a method of teacher training which can improve practice through the reconstruction of the practical thinking of those involved.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Abstract

Details

Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Type: Book
ISBN: 978-1-78441-138-1

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Book part
Publication date: 1 December 2014

Khalil Gholami and Mahmoud Mehrmohammadi

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line…

Abstract

Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to understand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional consciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the professional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

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Book part
Publication date: 17 December 2003

Wil Oonk, Fred Goffree and Nico Verloop

When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers

Abstract

When designing learning environments in primary teacher education, there is an attempt to represent real teaching practice in an authentic way to prospective teachers. When constructing these environments, teacher educators have to consider how to best motivate the student teacher, identifying the most relevant practice-based principles and the ways in which the theory and practice can be bridged. There are other considerations as well. For example, in the Netherlands, as in some other countries, teacher education is changing drastically. Controversial teacher education curricula, consisting of primary school subjects originated after more than one hundred years of reflection on the subject matter of primary education and the ways teachers have taught, have been replaced by curricula merely intended to improve the general professionalization of the prospective teacher, neglecting the school subjects. More specifically, the new objective is to adequately prepare students to become competent beginning teachers.

Details

Using Video in Teacher Education
Type: Book
ISBN: 978-1-84950-232-0

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