Pub Date : 2023-01-10DOI: 10.1108/ijlls-01-2023-128
Rongjin Huang, J. D. da Ponte, Stéphane Clivaz
{"title":"Guest editorial: Networking theories for understanding and guiding lesson study","authors":"Rongjin Huang, J. D. da Ponte, Stéphane Clivaz","doi":"10.1108/ijlls-01-2023-128","DOIUrl":"https://doi.org/10.1108/ijlls-01-2023-128","url":null,"abstract":"","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128293413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1108/ijlls-09-2022-0127
Chunxia Qi, M. Lai, Lizhe Liu, Siyu Zuo, Haili Liang, Ruisi Li
PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.
{"title":"Examining teachers' learning through a project-based learning lesson study: a case study in China","authors":"Chunxia Qi, M. Lai, Lizhe Liu, Siyu Zuo, Haili Liang, Ruisi Li","doi":"10.1108/ijlls-09-2022-0127","DOIUrl":"https://doi.org/10.1108/ijlls-09-2022-0127","url":null,"abstract":"PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117125071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.1108/ijlls-03-2022-0035
Xingfeng Huang, Rongjin Huang
PurposeThis study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.
{"title":"Characterizing teachers' collective learning through lesson study as document development: a case study in China","authors":"Xingfeng Huang, Rongjin Huang","doi":"10.1108/ijlls-03-2022-0035","DOIUrl":"https://doi.org/10.1108/ijlls-03-2022-0035","url":null,"abstract":"PurposeThis study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126317555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-06DOI: 10.1108/ijlls-08-2022-0111
G. Wake
PurposeThis article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning.Design/methodology/approachThe article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives.FindingsTheoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how “disturbances” in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable.Originality/valueThe article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.
{"title":"Designing lesson study for individual and collective learning: networking theoretical perspectives","authors":"G. Wake","doi":"10.1108/ijlls-08-2022-0111","DOIUrl":"https://doi.org/10.1108/ijlls-08-2022-0111","url":null,"abstract":"PurposeThis article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning.Design/methodology/approachThe article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives.FindingsTheoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how “disturbances” in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable.Originality/valueThe article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124218382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-06DOI: 10.1108/ijlls-02-2022-0027
Linda Cardoso, João Pedro Mendes Da Ponte, Marisa Quaresma
PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.
{"title":"The development of pedagogical content knowledge of prospective primary teachers in a lesson study","authors":"Linda Cardoso, João Pedro Mendes Da Ponte, Marisa Quaresma","doi":"10.1108/ijlls-02-2022-0027","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0027","url":null,"abstract":"PurposeTo understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs.Design/methodology/approachFollowing a qualitative approach, this study took place in a teacher education institution where a LS was carried out during the last semester of the academic year with the participation of two prospective teachers, a teacher educator, a cooperating teacher and a researcher.FindingsThe results suggest that prospective teachers may develop PCK when they participate in LS, regarding lesson planning (goals and lesson plan), task design, students' difficulties and solving strategies, whole-class discussions and observation of student learning. This development occurs through the engagement in LS activities that allow prospective teachers to deepen their knowledge.Originality/valueThis study investigates how the development of prospective teachers' PCK occurs during LS, providing knowledge about how different activities of the LS help develop different aspects of PCK.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133115558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-17DOI: 10.1108/ijlls-02-2022-0022
P. Gomes, Marisa Quaresma, João Pedro Mendes Da Ponte
PurposeThis article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice.Design/methodology/approachThis is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers' actions are used in the analysis.FindingsThe results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students' ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students' learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues' ideas.Originality/valueThis article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.
{"title":"Leading whole-class discussions: from participating in a lesson study to teaching practice","authors":"P. Gomes, Marisa Quaresma, João Pedro Mendes Da Ponte","doi":"10.1108/ijlls-02-2022-0022","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0022","url":null,"abstract":"PurposeThis article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice.Design/methodology/approachThis is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data were collected from participant observation, audio recording of lesson study (LS) sessions and discussions with the teacher, video recording of lessons and semi-structured interviews. Frameworks regarding the teachers' actions are used in the analysis.FindingsThe results suggest that in her teaching practice, the teacher led students to explain their strategies with supporting/guiding actions, but she also challenged the students to justify their productions, ensuring that the students' ideas were clear. Additionally, the teacher explored incorrect strategies and disagreements, inviting and challenging other students to intervene or react and involved students in drawing connections, as discussed in the LS. Therefore, the teacher put into practice several actions teachers can do in leading whole-class discussions to promote students' learning. Participating in LS was an opportunity to rethink her teaching practice, as the teacher pointed out, bringing her a new perspective on leading discussions in which students play an active role in learning mathematics, creating opportunities for the students to explain and react to their colleagues' ideas.Originality/valueThis article examines an under-researched issue: the influence of LS on the way a teacher leads whole-class discussions, during and after participating in lesson studies.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126412412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1108/ijlls-03-2022-0031
Stéphane Clivaz, Audrey Daina, Valérie Batteau, Sara Presutti, Luc-Olivier Bünzli
PurposeThe article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.
{"title":"How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework","authors":"Stéphane Clivaz, Audrey Daina, Valérie Batteau, Sara Presutti, Luc-Olivier Bünzli","doi":"10.1108/ijlls-03-2022-0031","DOIUrl":"https://doi.org/10.1108/ijlls-03-2022-0031","url":null,"abstract":"PurposeThe article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.Design/methodology/approachThe networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.FindingsThis article does not present empirical findings. The developed conceptual framework is the result presented.Research limitations/implicationsThe presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.Practical implicationsThe use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.Originality/valueOur analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127845671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-25DOI: 10.1108/ijlls-02-2022-0026
Rachel Goh, Yanping Fang
PurposeThe purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.Design/methodology/approachThe study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.FindingsThe two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.Originality/valueThe study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.
{"title":"A tale of two schools: curriculum deliberation and school-level orientation in transforming knowledge through lesson study","authors":"Rachel Goh, Yanping Fang","doi":"10.1108/ijlls-02-2022-0026","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0026","url":null,"abstract":"PurposeThe purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation.Design/methodology/approachThe study adopted an interpretive qualitative case study approach involving two schools, employing participant observations of LS cycles and post-LS teacher interviews. Thematic analysis and analytical coding were conducted.FindingsThe two cases revealed core features of curriculum deliberation trajectories enabled by LS: problem identification, planning to unlock the educative potential of content and reflection on enactment for improvement. The types of teacher knowledge that informed deliberation on English language learning were uncovered to reveal LS teams' initial comprehension, collective reasoning and actions, and new knowledge derived. Pedagogical content knowledge was prominently drawn on in unlocking curriculum potential and transformed with the knowledge of student learning gained from the live lesson observations. The school-level orientations were found to influence the extent to which teachers can interrogate existing practices and co-construct knowledge.Originality/valueThe study offers a nuanced understanding of curriculum thinking in LS teams, which is enabled by processes that construct the dialogic space for coordinating curriculum commonplaces to transform content into pedagogical representations to cultivate students' future capacities. It highlights the importance of viewing sustainable LS from an interconnected perspective that calls attention to the social contexts of deliberation.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"30 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132617598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1108/ijlls-06-2022-0083
F. Arzarello, Silvia Funghi, Carola Manolino, Alessandro Ramploud, M. G. Bartolini Bussi
PurposeThe aim of this paper is to describe teachers’ professional development in Lesson Study (LS) as processes situated in Semiosphere and generated by the unevenness due to different cultural traditions. The authors characterise teachers’ professional development in two LS experiments as processes generating new knowledge to point out their products, i.e. new professional frame teachers produce after these experiments. The authors use Hybridization, a particular form of Networking of Theories (NWT).Design/methodology/approachThe authors collected video-registration of several Italian LS meetings. The authors analyse two LSs, where time emerged as a conflictual aspect. Through Hybridization components, the authors show how teachers make sense of LS and how teachers revise their professional frame.Theoretical frameworkIn NWT different theories are deployed to study the same problem. To grasp the issue of unevenness in our LS, we use Hybridization of a Theory, a form of NWT characterised by a structural asymmetry. It is given when a construct c is introduced coherently, operatively and productively into a theory T, obtaining a hybridized theory T'.FindingsHybridization lens allows to describe potentialities and limits of LS as a tool for teachers’ development. The two analysed LS are different: in one of them Hybridization process produced a new theory T', whilst in the second one it was limited to the awareness of a gap between LS and initial teachers’ professional frame.Practical implicationsIdentifying links between different Hybridization components is a helpful tool for teacher educators/researchers to foster the shift from one another. For instance, through this tool, teacher educators could keep track of what happens in successive LS and mirror the dialogue between teachers, moving towards group-shared metareflections. This initiates the advancement of a new theory T', where asymmetries are interpreted.Originality/valueIn this approach teachers are protagonists of the construction of a new professional frame. LS is a tool for teachers’ professional development, allowing teachers to question their own educational intentionalities. Hybridization components provide a tool to analyse such a process.
{"title":"Networking Hybridizations within the Semiosphere: a research trajectory for the Cultural Transposition of the Chinese Lesson Study within a Western context","authors":"F. Arzarello, Silvia Funghi, Carola Manolino, Alessandro Ramploud, M. G. Bartolini Bussi","doi":"10.1108/ijlls-06-2022-0083","DOIUrl":"https://doi.org/10.1108/ijlls-06-2022-0083","url":null,"abstract":"PurposeThe aim of this paper is to describe teachers’ professional development in Lesson Study (LS) as processes situated in Semiosphere and generated by the unevenness due to different cultural traditions. The authors characterise teachers’ professional development in two LS experiments as processes generating new knowledge to point out their products, i.e. new professional frame teachers produce after these experiments. The authors use Hybridization, a particular form of Networking of Theories (NWT).Design/methodology/approachThe authors collected video-registration of several Italian LS meetings. The authors analyse two LSs, where time emerged as a conflictual aspect. Through Hybridization components, the authors show how teachers make sense of LS and how teachers revise their professional frame.Theoretical frameworkIn NWT different theories are deployed to study the same problem. To grasp the issue of unevenness in our LS, we use Hybridization of a Theory, a form of NWT characterised by a structural asymmetry. It is given when a construct c is introduced coherently, operatively and productively into a theory T, obtaining a hybridized theory T'.FindingsHybridization lens allows to describe potentialities and limits of LS as a tool for teachers’ development. The two analysed LS are different: in one of them Hybridization process produced a new theory T', whilst in the second one it was limited to the awareness of a gap between LS and initial teachers’ professional frame.Practical implicationsIdentifying links between different Hybridization components is a helpful tool for teacher educators/researchers to foster the shift from one another. For instance, through this tool, teacher educators could keep track of what happens in successive LS and mirror the dialogue between teachers, moving towards group-shared metareflections. This initiates the advancement of a new theory T', where asymmetries are interpreted.Originality/valueIn this approach teachers are protagonists of the construction of a new professional frame. LS is a tool for teachers’ professional development, allowing teachers to question their own educational intentionalities. Hybridization components provide a tool to analyse such a process.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129708304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-18DOI: 10.1108/ijlls-02-2022-0020
Noriyuki Inoue, D. Light
PurposeWhat does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams.Design/methodology/approachThe authors first reviewed available documents on the DSD curriculum in the district, and then conducted DSD class observations. We also interviewed the students, teachers, the principal, the lead teacher at the school, the school district staff in charge of the operation as well as the Sesame Japan staff in order to collect the data for the study.FindingsThe study found that students were highly engaged in open-ended discussions about their future dreams and how to achieve them in observed DSD classes. The implementation of the new curriculum benefited from utilizing lesson study as the main arena for curricular innovation. A further analysis of the data suggests that the success of the curricular innovation owed much to an inside-out implementation process that situated the iterative lesson study cycle of the teachers as the key driver of change while external actors supported the lesson study process in an inside-out fashion.Research limitations/implicationsThe study implies that guiding an educational innovation to success requires not only institutionalized lesson study, but also cross-institutional collaborative dialogues to support the lesson study process with mutually established trust among key players of the innovation. Further studies are needed to investigate how this model sustains as principals and how this model works (or do not work) in other pilot schools and beyond.Practical implicationsThis study implies that what matters most is that the school embodies a vision shared among teachers, school leaders and external curriculum developers, all working together across institutions in a spirit of collaboration. This type of inside-out implementation would be a path to ensure and sustain the success for those who plan any new educational innovation.Social implicationsWhat matters most was found to be that the school embodies a vision shared among educators, school leaders and external curriculum developers working together across institutions in a spirit of collaboration.Originality/valueGuiding an educational innovation to success requires not only new ideas and effective curriculum plans but also a social structure that allows teachers to engage in effective implementations of the desired curriculum. Lesson study is often considered to be a within-school or school-to-school collaborative process. It is rarely connected to outside agents that bring in new ideas for educational innovation. This study found how inside- and outside-school actors can work together to actualize educational innovation, and what roles lesson study play there.
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