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Article
Publication date: 10 April 2017

Keith Wood

The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.

Abstract

Purpose

The purpose of this paper is to highlight similarities between Japanese lesson study, Chinese lesson study and learning study.

Design/methodology/approach

This editorial review is intended to stimulate a discussion about a critical aspect of both Lesson and learning studies exemplified by the texts published in issue 6.2 of this journal.

Findings

The author identifies neriage, the comparison and discussion phase of Japanese lesson study, as a critical aspect of both Lesson and learning studies and emphasises that both involve research leading to teachers learning what makes effective lessons possible. Attention is drawn to the importance of being explicit about the theory of learning behind Lesson and learning studies and how its implementation leads to teacher learning.

Originality/value

This editorial review provides a framework for evaluating the quality of lesson and learning studies in educational institutions.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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 possible…

1835

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 teachers’ practical 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

Keywords

Article
Publication date: 3 January 2017

John Elliott

The purpose of this paper is to discern and discuss links and connections between the ideas and insights contained in the articles published in Issue 6.2, in a way which portrays…

Abstract

Purpose

The purpose of this paper is to discern and discuss links and connections between the ideas and insights contained in the articles published in Issue 6.2, in a way which portrays the key features of lesson study in an international context, its conceptual relationship with the ideas of Lawrence Stenhouse, and its analytic potential to effect pedagogical transformation in a global context.

Design/methodology/approach

To create a basis for a fruitful discussion about the critical features of Lesson and Learning Studies as it globalises between readers and the authors of the eight texts published, three of which are authored by practicing school teachers.

Findings

The author pinpoints four critical implementation issues that should provide a focus for further deliberation about how to realise the potential of lesson and learning studies for improving the quality of teaching and learning in educational institutions. These are: developing methods of analysis that disrupt and challenge the cultural scripts that shape teaching and learning in educational institutions; developing conditions and support systems that enable teachers not only to develop their practice through lesson and learning study, but also to participate in the development of theories that can powerfully inform such study; creating sustainable programmes of high-quality lesson and learning studies in educational institutions when they may stand in a state of tension with the prevailing organisational culture; and exploring the potential of creative methodological mixes, using both qualitative and quantitative research methods, for improving the quality of teaching and learning through lesson and learning study.

Originality/value

This editorial review provides a criterial framework for evaluating the quality of programmes of lesson and learning studies in educational institutions.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 22 June 2018

Keith Wood

The purpose of this paper is to provide an introduction of the papers in the current issue.

Abstract

Purpose

The purpose of this paper is to provide an introduction of the papers in the current issue.

Design/methodology/approach

By revealing contrasting features of alternative theories of learning, this paper offers a contribution to the on-going discussion about the role of learning theory in Japanese lesson study and its global adaptations.

Findings

Attempts to theorize lesson study in contrast to the theory-based learning study reveal a fundamental difference in the learning theories used to underpin this task related to the different world views on which they are founded.

Originality/value

This paper review provides an overview of the insights into lesson and learning studies provided by the authors in this issue of the journal.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 18 March 2020

Keith Wood

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies

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Abstract

Purpose

The purpose of this article is to discern and discuss dimensions of variation opened by the articles in the issue 9(2) of the International Journal of Lesson and Learning Studies (IJLLS).

Design/methodology/approach

The approach draws on the path of teachers learning through lesson and learning studies presented as a pattern of variation forming a temporal sequence.

Findings

Attention is drawn to the importance of being explicit about the theory of learning informing lesson and learning studies and how its implementation leads to teacher learning.

Originality/value

The depiction of the path of learning through lesson and learning studies is original.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 29 November 2019

Julie Norton, Nina Helgevold and Raymond Bjuland

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…

Abstract

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.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Book part
Publication date: 29 November 2019

Rebecca Charboneau Stuvland

This chapter explores the use of three different approaches to capturing other perspectives in lesson study: lesson artefacts, pupil voice and pupil participatory approaches…

Abstract

This chapter explores the use of three different approaches to capturing other perspectives in lesson study: lesson artefacts, pupil voice and pupil participatory approaches. Lesson artefacts and pupil voice appear to be the more common, whereas pupil participatory approaches are more recent initiatives in a lesson study context. Observation of pupils provides one perspective, but is limited because, among other things, it does not include the pupils’ perspectives. These approaches, especially when used together in triangulation, can provide a broader and potentially deeper understanding of pupil learning.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Book part
Publication date: 29 November 2019

Hans Erik Bugge

This chapter discusses the focus of learning in lesson study research in initial teacher education. Whose learning should be considered in lesson study cycles? The learning of the…

Abstract

This chapter discusses the focus of learning in lesson study research in initial teacher education. Whose learning should be considered in lesson study cycles? The learning of the student-teachers, the learning of the pupils or both? Relevance theory implies that meaningful interaction develops as a consequence of the heuristic interplay between the communicative and the cognitive principles of relevance, that is, the dynamics of any given interaction create meaning as the interactional process unfolds and relevance is maximised. The participants in the interaction at hand will thus create the best solution in any given set of circumstances. They will subconsciously strive towards the most relevant outcome of their interaction, which equals maximisation of relevance irrespective of the quality of the outcome. This approach will be used to discuss the role of the student-teachers and the pupils in learning processes and lesson study cycles. The student-teachers influence the interactional process from the point of view of the communicative principle of relevance, and the pupils influence the interactional process from the point of view of the cognitive principle of relevance. These dynamics will also have a bearing on the unfolding of the lesson study cycle, and consequently imply that lesson study research should take into account the learning of both the student-teachers and the pupils from the point of view of collaborative learning and reflective practices.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Book part
Publication date: 29 November 2019

Phil Wood, Wasyl Cajkler and Arne Jakobsen

This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching…

Abstract

This chapter focusses on the complexity of observation, considering its role in lesson study, following a broader discussion of how observation is generally understood in teaching contexts. The authors argue that lesson study observation is formative and should not be performative in focus. In lesson study cycles, observation is a process conducted among peers ideally in a spirit of mutual support and collaborative inquiry, seeking to find answers to pedagogic challenges rather than measuring the effectiveness of individual teachers.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Article
Publication date: 3 July 2023

Hui-Ling Wendy Pan, Jui-Hsuan Hung and Huilin Bai

Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power…

Abstract

Purpose

Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.

Design/methodology/approach

A cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.

Findings

The findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.

Originality/value

By incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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