Search results

1 – 10 of 367
Content available
Book part
Publication date: 29 November 2019

Abstract

Details

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

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

Wasyl Cajkler and Phil Wood

This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching…

Abstract

This chapter seeks to explain how lesson study can contribute to the growth of teacher expertise, enabling the participants to work together to address the complexity of teaching and grow what we call ‘pedagogic literacy’, a holistic but incomplete glimpse of what it means to be a teacher. The model proposed is not complete and cannot be complete given the endless complexity of the classroom. Lesson study, we conclude, is a vehicle for enabling teachers to grow their understanding of teaching and learning, while drawing on a complex web of underpinning interconnected dimensions that teachers develop throughout the varied stages of their careers.

Details

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

Keywords

Content available
Book part
Publication date: 29 November 2019

Abstract

Details

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

Book part
Publication date: 24 June 2013

Beatrice Avalos

A review of publications in teaching and teacher education over 10 years (2000–2010) on teacher professional development is the subject of this chapter. The first part synthesises…

Abstract

A review of publications in teaching and teacher education over 10 years (2000–2010) on teacher professional development is the subject of this chapter. The first part synthesises production referred to learning, facilitation and collaboration, factors influencing professional development, effectiveness of professional development and issues around the themes. The second part selects from the production nine articles for closer examination. The chapter concludes by noting how the production brings out the complexities of teacher professional learning and how research and development have taken cognizance of these factors and provided food for optimism about their effects, although not yet about their sustainability in time.

Details

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

Keywords

Book part
Publication date: 30 August 2016

Abstract

Details

Contesting Institutional Hegemony in Today’s Business Schools
Type: Book
ISBN: 978-1-78635-341-2

Book part
Publication date: 17 March 2022

David Allan

This chapter explores the use of Lesson Study (LS) as a strategy for co-constructing pedagogical knowledge and draws on data from a series of interviews with student teachers

Abstract

This chapter explores the use of Lesson Study (LS) as a strategy for co-constructing pedagogical knowledge and draws on data from a series of interviews with student teachers. Sixteen student teachers, undertaking a postgraduate teacher training program in higher education in England, engaged in LS as an official assessment of their ability to jointly plan, deliver, and evaluate a lesson. LS is thus seen to promote an intense collaborative working relationship between participating student teachers that engenders fresh opportunities for learning. It is argued, then, that this approach can challenge the prevalent model of individually led professional development by facilitating a space for the co-construction of pedagogical knowledge. LS is also explored for its potential to bridge the theory-practice divide by enabling participant student teachers to generate theory from practice.

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

Abstract

Details

Research-practice Partnerships for School Improvement: The Learning Schools Model
Type: Book
ISBN: 978-1-78973-571-0

Book part
Publication date: 29 November 2014

Elaine Regan, Asimina Vergou, Suzanne Kapelari, Julia Willison, Justin Dillon, Gail Bromley and Costantino Bonomi

Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages…

Abstract

Botanic gardens represent a significant educational resource often acting as major providers of a diverse range of formal and informal education programs for people of all ages and backgrounds. INQUIRE was a three-year project focusing on inquiry-based science education (IBSE) that involved 17 partners in 11 European countries that aimed to reinvigorate IBSE in the formal and Learning Outside the Classroom (LOtC) educational contexts in Europe. This chapter presents a case study of successful practices for embedding inquiry-based teaching and learning in botanic gardens. IBSE training courses were developed, piloted, and run. The study based on a qualitative evaluation strategy centers on the examination of the INQUIRE partners’ design, implementation and delivery of their IBSE teacher/educator training courses. The findings show that the courses had a positive impact on the participants who learned both theoretical and practical aspects of implementing IBSE in school and LOtC contexts (www.inquirebotany.org) and strong indications of good quality course provision across the project. A greater appreciation of botanic gardens as a learning resource was also noted. The project resulted in significant professional development outcomes and the key factors for success are discussed here. Consequently, this chapter presents evidence from IBSE in action in botany-related topics and provides a strong case for IBSE in botanic gardens.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

1 – 10 of 367