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Book part
Publication date: 29 November 2019

Phil Wood, Wasyl Cajkler, Deborah Lynn Sorton Larssen and Nina Helgevold

Lesson study in initial teacher education (ITE) has started to gain in popularity across many jurisdictions. However, much of the research literature suggests that the…

Abstract

Lesson study in initial teacher education (ITE) has started to gain in popularity across many jurisdictions. However, much of the research literature suggests that the uptake is small-scale and experimental in nature. This chapter reflects on some of the ways in which lesson study might become a more systems-led approach, and an embedded part of the work of ITE. It uses a spatio-temporal approach to consider how the use of lesson study might develop at different scales and over different time periods.

Details

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

Keywords

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…

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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 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

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

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

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…

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…

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

M. Neus Álvarez, M. Laura Angelini, Inmaculada López-Lull and Chiara Tasso

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways…

Abstract

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

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

Gro Næsheim-Bj⊘rkvik and Deborah Lynn Sorton Larssen

This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors…

Abstract

This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in helping student-teachers to learn the skills of ‘reading’ the classroom. It will also discuss how lesson study can support student-teachers and their school-based mentors in their collaborative planning, execution and discussions so that their reflections can be used to further their professional development. Finally, suggestions will be made to support the reflective development of student-teachers.

Details

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

Keywords

Article
Publication date: 5 January 2015

Greg Gero

Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes…

Abstract

Purpose

Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process.

Design/methodology/approach

In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study that emphasized following the established curriculum and district-approved strategies. Data were analyzed using correlational analysis.

Findings

Results yielded significant associations between teachers’ comfort levels with collaboration, lesson observation, lesson critique, and their support for lesson study. Higher degrees of control by the district over the lesson study process were linked to teachers feeling less responsible for student learning.

Practical implications

The findings from this study have important implications for the prospects of lesson study as a model of teacher development in the USA.

Originality/value

This paper fulfils a need to investigate factors that impede and promote the effective implementation of lesson study in the USA.

Details

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

Keywords

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