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Article
Publication date: 23 July 2019

Angelika Kullberg, Anna Vikström and Ulla Runesson

The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a…

Abstract

Purpose

The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.

Design/methodology/approach

The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.

Findings

This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

Originality/value

The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 9 April 2018

Ulla Runesson, Anna Lövström and Björn Hellquist

The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be…

Abstract

Purpose

The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

Design/methodology/approach

A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

Findings

The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning.

Originality/value

It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 25 June 2019

Ming Fai Pang and Ulla Runesson

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1029

Abstract

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 10 October 2016

Ulla Runesson

The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in…

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785

Abstract

Purpose

The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning.

Design/methodology/approach

The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted.

Findings

It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study.

Originality/value

This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 4
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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1471

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

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Article
Publication date: 13 July 2015

Eva Björkholm

Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge…

Abstract

Purpose

Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

Design/methodology/approach

The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

Findings

The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

Originality/value

In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 13 July 2015

Vasen Pillay and Jill Adler

The purpose of this paper is to illustrate the methodology used by the authors to describe the enacted object of learning, a methodology where data production and analysis…

Abstract

Purpose

The purpose of this paper is to illustrate the methodology used by the authors to describe the enacted object of learning, a methodology where data production and analysis is rooted in a theorisation of pedagogy. The authors share how the authors used this methodological approach to provide a comprehensive description of the enacted object of learning and in so doing the authors hope to make a methodological contribution to the field of learning study. The lesson analysis foregrounds the importance of “evaluation” in pedagogic practice, and thus a key element of pedagogy. Tools from variation theory are incorporated into this broader approach that the authors suggest illuminates the enacted object of learning. The authors offer this approach as a methodological contribution to the development of research in and on learning study.

Design/methodology/approach

A case study approach was adopted as the key research methodology in this study. The four teachers who participated in this study were purposively identified since in the first instance the design of the study warranted that the teachers who participated were teaching mathematics at grade 10. Second, the need to be purposive in the sampling strategy employed was based on issues around cost, logistics and convenience.

Findings

While learning study foregrounds the importance of examining the constitution of the enacted object of learning, the contention is that it is through a focus on evaluation that the authors are able to fully describe what is constituted as mathematics with respect to the enacted object of learning. Analysis of evaluation thus adds to the description of the enacted object in critical ways.

Originality/value

Within the domain of learning study, this paper provides a novel way of engaging with a lesson transcript in an attempt to fully describe what comes to be constituted as the enacted object of learning. This is achieved by combining the notion of evaluative events and authorisation on one hand and variation theory on the other.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 10 October 2016

John Elliott

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that…

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389

Abstract

Purpose

The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development.

Design/methodology/approach

The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon.

Findings

The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research.

Originality/value

This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 13 July 2015

Anja Thorsten

The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using…

Abstract

Purpose

The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process?

Design/methodology/approach

The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes.

Findings

Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed.

Originality/value

The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 31 August 2012

Ulla Runesson and Gerd Gustafsson

It has been proposed that lesson study creates joint and sharable knowledge products in terms of lesson plans that could be used and developed by other teachers in other…

Abstract

Purpose

It has been proposed that lesson study creates joint and sharable knowledge products in terms of lesson plans that could be used and developed by other teachers in other school contexts (Morris and Hiebert). The purpose of this paper is to report on a study with the aim of examining how such a knowledge product produced in a Hong Kong school could be communicated and appropriated by a group of Swedish teachers.

Design/methodology/approach

A report from a successful Learning Study – a revised version of lesson study, based on a theoretical framework of learning – was brought to a group of three teachers. On the basis of this report, they planned and conducted two lessons in their own classes. The analysis draws on data from three of six video recorded lessons and was framed within a variation theory perspective. The focus of the analysis was on the object of learning.

Findings

It was found that the Swedish teachers used the documented Hong Kong lessons as a resource. They adapted the insights gained by the Hong Kong teachers to the specific group of learners and other conditions in the Swedish context.

Originality/value

The article is a contribution to the discussion about teachers as knowledge producers (c.f. Stenhouse).

Details

International Journal for Lesson and Learning Studies, vol. 1 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

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