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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

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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

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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 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

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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

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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

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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

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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

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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

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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

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Article
Publication date: 23 December 2020

Yanping Fang and Hongyan Wang

A first post-WALS attempt at a thematic analysis of the conference presentations since its first annual meeting in 2007, this paper aims to achieve two major purposes…

Abstract

Purpose

A first post-WALS attempt at a thematic analysis of the conference presentations since its first annual meeting in 2007, this paper aims to achieve two major purposes: first, to capture the trends of spread and diffusion of lesson and learning studies globally and second, to draw useful implications for future conferences.

Design/methodology/approach

A thematic analysis using NVIVO12.0 coding on all forms of conference presentations found in the WALS 2019 Conference Programme was conducted. Representative cases were selected from paper and symposiums sessions to support the claims generated from the analysis.

Findings

The study provides an evidence-based confirmation of the global spread and diffusion of lesson and learning studies. It uncovers findings key to the initial spread and continued diffusion; examines funding as a mechanism enabling university–school research relationships, models of adaptations and issues of sustainability; surfaces the theoretical models and methods adopted in paper and symposia presentations. The current situation, lessons learned and possible implications for future WALS conferences are discussed.

Research limitations/implications

Inform research on practical cases.

Practical implications

Lessons learned are discussed.

Social implications

These are possible implications for future WALS conferences.

Originality/value

The originality lies in its being the first WALS post-conference analysis aiming at identifying substantive themes with potential to draw important implications for future research and subsequent years' conferences.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 1
Type: Research Article
ISSN: 2046-8253

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