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Article
Publication date: 27 August 2019

Anne Mette Færøyvik Karlsen and Nina Helgevold

The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic…

Abstract

Purpose

The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing.

Design/methodology/approach

The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school.

Findings

The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing.

Research limitations/implications

Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing.

Practical implications

An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing.

Originality/value

This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 2 January 2018

Deborah Lynn Sorton Larssen, Wasyl Cajkler, Reidar Mosvold, Raymond Bjuland, Nina Helgevold, Janne Fauskanger, Phil Wood, Fay Baldry, Arne Jakobsen, Hans Erik Bugge, Gro Næsheim-Bjørkvik and Julie Norton

The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and…

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Abstract

Purpose

The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE.

Design/methodology/approach

Each national team (in Norway and Britain) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: how learning is represented and discussed; and the extent to which observation is described and used to capture evidence of learning.

Findings

The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.

Research limitations/implications

This study was limited to a review of a selection of peer-reviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material, e.g. theses and book chapters.

Practical implications

Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies.

Originality/value

This literature review suggests that discussion of both learning and observation in ITE LS research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: how to prepare student-teachers to observe (professional noticing being a promising option), the wide variation in the focus of classroom observation in ITE lesson studies, and discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 29 April 2021

Rongjin Huang, Nina Helgevold and Jean Lang

Finding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more…

Abstract

Purpose

Finding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due to a pandemic leading to teacher and student learning being delivered online. The purpose of this paper is to present research findings about experiences of online LS and identify issues for further research.

Design/methodology/approach

A systematic search of articles from 2010 to 2020 identified 13 relevant papers, and through analysis, some major themes were identified. All papers in the special issue were synthesized from the lens of the identified themes; finally, further directions are discussed.

Findings

In general, various online LS models were found to have features that resulted in positive effects on teaching and learning, but, whilst several characteristics of effective online learning were identified, some studies also highlighted issues.

Research limitations/implications

There is a need for larger scale projects over an extended period to assess the effectiveness of online LS. Future research focused on carrying out learning study online as well as consideration of equity issues associated with online LS are also suggested.

Originality/value

The studies presented in this issue address the opportunities and challenges of conducting online LS during a pandemic and beyond. Together, the literature review and contributory papers provide an international perspective of using online LS and identify important issues for further research.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
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

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

To view the access options for this content please click here
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

To view the access options for this content please click here
Book part
Publication date: 29 November 2019

Nina Helgevold and Chris Wilkins

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education…

Abstract

Recent decades have seen a growing consensus that as the demands on teachers becomes increasingly complex, improving the effectiveness of both initial teacher education (ITE) and career-long professional development is key to school improvement. ITE in particular has been for too long polarised at policy level, between ‘theory-led’ and ‘practice-led’ approaches. This chapter discusses how this polarisation is simplistic and unhelpful and highlights the benefits of the more constructive orientation towards a synergistic relationship between theory and practice that can occur, particularly when schools and universities collaborate closely in bringing new teachers into the profession. This chapter sets the scene for subsequent chapters in this book by signalling the potential for the collaborative inquiry-based lesson study model into ITE to enhance partnerships between schools and universities and contribute to a smooth transition from ITE into lifelong professional 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

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

To view the access options for this content please click here
Book part
Publication date: 29 November 2019

Deborah Lynn Sorton Larssen

This chapter aims to give a general overview of the history and philosophy of lesson study together with a general outline of a typical lesson study cycle. It also aims to…

Abstract

This chapter aims to give a general overview of the history and philosophy of lesson study together with a general outline of a typical lesson study cycle. It also aims to address the use of lesson study as a useful tool in the professional development of both pre- and in-service teachers. Finally, it will look at possibilities of using lesson study as the basis of a new partnership agreement between higher education institutions and schools which will benefit all parties.

Details

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

Keywords

To view the access options for this content please click here
Book part
Publication date: 29 November 2019

Wasyl Cajkler and Phil Wood

Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time…

Abstract

Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.

Details

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

Keywords

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