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Article
Publication date: 19 March 2024

Bridget Flanagan, Mairéad Hourigan and Aisling Leavy

This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to…

Abstract

Purpose

This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).

Design/methodology/approach

Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.

Findings

Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.

Practical implications

The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.

Originality/value

This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.

Details

International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 16 January 2024

Barbara Hanfstingl and Thomas Andreas Ogradnig

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research…

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Abstract

Purpose

The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained by applying the first-aid curriculum.

Design/methodology/approach

Around 22 lesson study first-aid courses (14 classes with 2 cycles, 8 with 3 cycles) were conducted and evaluated in different Austrian school types. An observation sheet was created to evaluate attention and competencies. Interviews were conducted with both teachers and students to validate the results.

Findings

The research findings demonstrate that lesson studies can significantly enhance the quality and effectiveness of first-aid courses. Inexperienced and experienced first-aid teachers significantly improved their teaching skills. Newly educated first-aid teachers showed substantial improvement, leading to the introduction of an induction period and coaching opportunity within the Youth Red Cross Carinthia.

Originality/value

This is the first lesson study conducted in a non-academic context. It highlights the adaptation process of Carinthian first-aid courses. It illustrates how lesson studies impact lesson clarity, instructional variety, student engagement in the learning process, student outcome, student feedback and teaching effectiveness in a non-academic context. It contributes to the literature on the application of lesson study in first-aid education and provides insight into the benefits of this approach in enhancing the quality of first-aid training.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 18 March 2024

Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee and Hiroaki Ozawa

This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson…

Abstract

Purpose

This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.

Design/methodology/approach

Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.

Findings

We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].

Originality/value

Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.

Details

International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 6 February 2024

Julian Bucher, Klara Kager and Miriam Vock

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over…

Abstract

Purpose

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Design/methodology/approach

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

Findings

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

Originality/value

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Open Access
Article
Publication date: 2 January 2024

Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. Sansom

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons…

Abstract

Purpose

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Design/methodology/approach

TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.

Findings

This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.

Originality/value

The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 19 February 2024

Anne Stouby Persson and Line Revsbæk

This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a…

Abstract

Purpose

This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions.

Design/methodology/approach

The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%.

Findings

The authors unfold the authors’ emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors’ continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors.

Research limitations/implications

This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution.

Practical implications

High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors.

Originality/value

To the best of the authors’ knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors’ inquiry into onboarding newcomers to high-stress social work.

Details

Journal of Workplace Learning, vol. 36 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 9 October 2023

Sven Laumer and Christian Maier

The purpose of this study is to investigate the impact of the COVID-19 pandemic on the beliefs and attitudes toward the use of information and communication technology (ICT). The…

Abstract

Purpose

The purpose of this study is to investigate the impact of the COVID-19 pandemic on the beliefs and attitudes toward the use of information and communication technology (ICT). The study examines the challenges of implementing ICT-based training and provides insights for promoting the acceptance of online training in volunteer sports communities.

Design/methodology/approach

The study uses an action design research methodology that combines the implementation of ICT-based training, interviews, and a survey of 523 participants to examine the influence of online training on beliefs and attitudes.

Findings

The study shows that before the COVID-19 pandemic, soccer referees had negative beliefs about the use of ICT for learning. However, the experience of being forced to use ICT for training during the pandemic led to a positive shift in their beliefs about ICT.

Research limitations/implications

The study offers four lessons learned for promoting the use of ICT-based training in voluntary sports. Future research should investigate the influence of blended learning approaches on affective, cognitive, and skill-based learning outcomes.

Practical implications

The study has practical implications for those responsible for implementing ICT-based training in voluntary sport. The findings suggest that design features such as usefulness, ease of use and enjoyment should be emphasized to increase the acceptance of online training.

Originality/value

The study contributes to the literature by providing insights into the challenges of implementing ICT-based training in voluntary sport contexts. The findings suggest that the experience of being forced to use ICT can promote the acceptance of online training in volunteer sports communities.

Article
Publication date: 28 March 2024

Sihang Zhang, Xiaojun Ma, Huifen Xu and Jijian Lu

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD…

Abstract

Purpose

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Design/methodology/approach

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

Findings

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

Research limitations/implications

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Practical implications

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

Originality/value

This is the first meta-analysis evaluating the association between mentorship and TPD.

Details

Journal of Managerial Psychology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0268-3946

Keywords

Article
Publication date: 30 October 2023

Jadelyn Abbott, Katherine Landau Wright and Hannah Carter

The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.

Abstract

Purpose

The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.

Design/methodology/approach

The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses.

Findings

K–6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices.

Research limitations/implications

Sample size was a limitation to this study. Of the 66 participants, 41 (62%) completed the entire survey.

Practical implications

This research provides coaches with valuable insights about coaching practices that teachers find to be the most effective in influencing their writing instruction. The increase in teachers' competence in writing instruction due to coaching provides evidence to administrators and stakeholders that coaching in writing is an area in need of attention.

Originality/value

This study adds to research specific to the coaching of writing within the K–6 context, which currently is sparse.

Details

International Journal of Mentoring and Coaching in Education, vol. 13 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 26 March 2024

Fatemeh Abbaspour, Rezvan Hosseingholizadeh and Mehmet Şükrü Bellibaş

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap…

Abstract

Purpose

Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.

Design/methodology/approach

This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.

Findings

Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.

Originality/value

We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

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