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The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

The purpose of this paper is to explore what professional knowledge and competence (PKC) that knowledgeable others, namely, mathematics teaching research specialists (MTRS) in China, need to know, and how they may develop their PKC.

This study adopts mixed methods. A survey on PKC with 549 MTRS is utilized to examine MTRS’ perceived held and ideal PKC and perceived effective ways of developing their PKC. The responses to the open-ended questions on the survey were used to identify additional dimensions of PKC and ways of developing PKC. Multiple techniques of quantitative data analysis were employed to feature the characteristics of PKC and structure of the survey, and the relationship between background variables and perception of PKC. Collectively, this study paints a rich and comprehensive picture about Chinese knowledgeable others’ knowledge and competence, and its development.

The data analysis reveals that the participants appreciated the six-dimension model of MTRS’ PKC. They were confident with their PKC in general, but varied in different aspects. The factor analysis showed the six-dimension model could be further clustered into two components: knowledge about mathematics teaching and learning and competence in mentoring and educational leadership, and knowledge about content, assessing student learning, and use of technology. The participants perceived their learning through multiple ways including: learning through reading, attending specific training programs, attending and mentoring teaching research activities both school-based and across regions, observing and debriefing lessons, sharing within online learning communities. All these venues jointly contribute to developing MTRS’ PKC.

This is the first empirical study on MTRS’ PKC and its development in China based on such a large sample. The findings of this study not only contribute to an understanding of knowledgeable others in Chinese lesson study and providing suggestions for support of their development, but also provide implications for studies of practice-based mathematics teacher-educators globally.

The aim is to explore the role of personal learning environments in an already ICT‐dense context and in combination with some educational approaches in the field of technology enhanced education. The paper seeks to analyze how personal learning environments are not a device but a learning strategy that threatens the way educational institutions and their functions are understood, by contributing to enable a borderless learning society.

The research begins by revisiting Vygotsky's concept of the zone of proximal development and assesses the role of educators and educational institutions as the actual more knowledgeable others in scaffolding learners' learning paths. This role is put in relationship with different learning scenarios (formal, non‐formal, informal and autodidactic) according to their inner structure (or lack of) and degree (or absence) of planning. The research then puts PLEs in relationship with other “physical” spaces (VLEs and LMSs), the digitization of content (open educational resources), records and assessments (e‐Portfolios) and the possibility to flip some traditional tasks or processes that enabled regaining the social component in the classroom (Education 2.0).

It is suggested that PLEs have come to close the circle of ICTs in education with a highly transformative power: the power to blur the boundaries between formal teaching and informal learning. Indeed, the traditionally difficult transition from one learning scenario to a different one has been made smoother by the appearance of OER and, especially, social media constructs that can be used for learning purposes, especially within a PLE‐based strategy.

It is stated that institutions should embrace and even foster the possibility that learners could easily and intensively switch educational resources, just like they could shift among different registers and learning scenarios, as a newly enabled way to tear down the artificial divisions that formal learning edified.

Understanding the influences in the decision-making process of prospective students when choosing a university is crucial in student recruitment. The purpose of this paper is to investigate the impact of perceived source credibility on attitudes and intentions towards taking advice from significant others (e.g. parents, peers and teachers) on university choice.

In total, 626 samples from eight government-subsidised secondary schools were collected and tested using the component-based structural equation modelling of partial least squares.

The findings verified factors of source credibility that determine prospective students’ attitudes towards taking advice from others. Attitudes and subjective norms explained 49 per cent of the variance in intention to take advice from others on university choice. The findings of the present study provide practical marketing insights for enrolment and recruitment managers.

While most studies focus on students’ university choice in the recruitment process, studies on perceived source credibility of significant others in the university choice decision-making process are limited.

This chapter explores the benefits of joint lesson planning for student-teachers in two higher educational settings, one in Norway and the other in the UK. Lesson study is used as a vehicle for collaborative planning and teacher professional learning during field-practice in both contexts, but the models of lesson study implemented differ slightly to fit the respective initial teacher education (ITE) programmes. In both settings, however, student-teachers, mentor teachers and university tutors work in pairs or small groups to plan, teach and evaluate a research lesson together. The case studies reported in this chapter show the challenges which student-teachers face, but, at the same time, also reveal the potential of lesson study to open a dialogic space where they can share ideas with more experienced colleagues, gain greater awareness of the teaching and learning process and so become more effectively inducted into this community of practice. The chapter also explores the role of the ‘knowledgeable other(s)’, the issue of asymmetrical relationships in lesson study groups within the context of ITE and how this might impact on the learning of the different group members. Collaborative planning in lesson study groups in ITE is found to bridge the gap between what student-teachers learn during teacher training courses and what actually takes place in schools in the respective socio-cultural contexts discussed here.

The purpose of this paper is to explore the relationship between consumers’ subjective and objective financial literacy (OFL) – the necessary knowledge and skills to make effective personal financial decisions – and their effects on opinion leadership and the use of retail financial services.

In total, 486 US participants were surveyed. The demographical profile of the sample roughly resembled that of the USA population.

On average, consumers with moderate levels of OFL report lower subjective financial literacy (SFL) compared to those with low or high levels of OFL. Moreover, while SFL and opinion leadership are positively correlated, consumers with moderate levels of OFL reported lower opinion leadership compared to those with high or low levels of OFL. The paper introduces financial literacy miscalibration as the discrepancy between consumers’ objective and SFL. Financially illiterate respondents who perceived themselves as financially knowledgeable reported high opinion leadership. Finally, a greater percentage of financially – literate consumers reported owning checking and savings accounts, using online and mobile banking for diverse purposes, and making fewer phone calls to customer services, compared to others.

The paper integrates literature from financial literacy, consumer knowledge, and opinion leadership to explain these findings and to further enhance our theoretical and empirical understanding of objective vs SFL.

The discrepancies between objective and SFL may significantly influence consumers’ financial decisions and the degree to which they expose themselves to the pertinent risks. The paper discusses implications for public policy makers as well as marketing managers and researchers.

The study is the first to empirically explore the research questions following the conceptual development.

The purpose of this paper is to explore what developing moral literacy for leaders in intercultural schools will mean.

Relevant literature on moral literacy, leadership, intercultural schools and social learning is brought together and integrated to develop an understanding of the intricacies of leading for moral literacy.

The foundation for developing moral literacy in intercultural schools requires leaders to become knowledgeable, cultivate moral virtues and develop moral imaginations as well as to possess moral reasoning skills. In intercultural settings these components focus on openly addressing, and indeed exposing, issues of class, culture and equity. The elements which form the basis for improved moral literacy are intimately connected with school life and community through learning. Leaders must simultaneously develop their own and their communities' moral literacy through promoting and structuring community‐wide learning through participatory moral dialogue. This may involve sharing purpose, asking hard questions and exposing and acknowledging identities.

This article attempts to apply moral literacy to leading in intercultural schools and suggests that learning holds the key to moral development.

Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS.

The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time.

Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy.

This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

Purpose – This chapter proposes three main objectives in relation to understanding customer involvement in business networks. First, to identify important aspects of the network structure and environment and how the actions of the customer and other network participants create and maintain these. Second, to identify and explore the mechanisms and processes of resource integration in the network. Third, to identify the capabilities and competencies that customers bring to the network, and to understand how these are enhanced and developed.

Methodology/approach – Conceptual.

Research implications – We recognize that aspects of the resources themselves are important and that the characteristics of the resource and the way in which partners align them were key components of resource analysis.

Practical implications – We note that the interaction of different operant and operand resource combinations opens new doors to customer knowledgeability and involvement, where power over either authoritative or allocative resources in itself will not guarantee value creation.

Social implications – We support the call for the development of more sociologically enriched and complex models of interagent resource exchange. In particular, we would advise the need for a better understanding of how different network structures and environments are created and maintained through domination, legitimation, and signification processes.

Originality/value of chapter – This chapter addresses the gap in our understanding of how customer involvement in business-to-business networks may influence learning, value cocreation, and innovation. This chapter makes an important contribution to research in the field in that it investigates how the inclusion of the customer in business networks alters current assumptions and practices.