Pub Date : 2022-10-11DOI: 10.1108/ijlls-05-2022-0072
Shiho Nozaki
PurposeThis study aims to clarify the process of students' discussion in a problem-solving lesson developed autonomously by a teacher. It is expected to contribute to the accumulating and theorizing of teachers' professional development in school-based curriculum studies.Design/methodology/approachA transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods. The data were from a third-year junior high school social studies lesson in which whole-class discussions took place. The frequency of the appearance of keywords in the utterances was represented in the form of cumulative relative frequency graphs, and a diagram of the students' discussion process was drawn based on them.FindingsThe diagram confirmed the frequent occurrence, disappearance and transmission of keywords in the process of the lesson. The interpretation of the lesson transcript revealed that the students listened carefully to others' utterances, shared important keywords and examined the ideas critically. They were supported in identifying the connections between their interests by the teacher. The students' interactions and teacher's interventions were facilitated by the integrated curriculum design of teaching and learning.Originality/valueThis study verifies that students' collaborative and critical learning takes place in a lesson developed by a teacher based on the practiced curriculum. The findings of this study suggest that lesson study (LS) focusing on the words in utterances provide clues for evaluating the practiced curriculum and reveal the teacher's professional development.
{"title":"The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson","authors":"Shiho Nozaki","doi":"10.1108/ijlls-05-2022-0072","DOIUrl":"https://doi.org/10.1108/ijlls-05-2022-0072","url":null,"abstract":"PurposeThis study aims to clarify the process of students' discussion in a problem-solving lesson developed autonomously by a teacher. It is expected to contribute to the accumulating and theorizing of teachers' professional development in school-based curriculum studies.Design/methodology/approachA transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods. The data were from a third-year junior high school social studies lesson in which whole-class discussions took place. The frequency of the appearance of keywords in the utterances was represented in the form of cumulative relative frequency graphs, and a diagram of the students' discussion process was drawn based on them.FindingsThe diagram confirmed the frequent occurrence, disappearance and transmission of keywords in the process of the lesson. The interpretation of the lesson transcript revealed that the students listened carefully to others' utterances, shared important keywords and examined the ideas critically. They were supported in identifying the connections between their interests by the teacher. The students' interactions and teacher's interventions were facilitated by the integrated curriculum design of teaching and learning.Originality/valueThis study verifies that students' collaborative and critical learning takes place in a lesson developed by a teacher based on the practiced curriculum. The findings of this study suggest that lesson study (LS) focusing on the words in utterances provide clues for evaluating the practiced curriculum and reveal the teacher's professional development.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125203760","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 : 2022-10-05DOI: 10.1108/ijlls-06-2022-0073
Yumei Zhang, Shaoqian Luo
PurposeCombining empirical insights from two lesson studies (LSs), this research aims to investigate EnEFL (English as a foreign language) teachers’ development in understanding and practical skills regarding the recent national English curriculum reform in China. It also strives to incorporate students’ performance and perceptions in the evaluation of the effectiveness of these LSs and teachers’ development.Design/methodology/approachTwo LSs were conducted in the same school with 3 years in between. Standardized procedures were followed in the two LSs, including pre-LS interviews, talk-lesson session, rehearsal lessons, and one public lesson. Triangulated data were collected from lesson plans, reflective journals, discussion notes, and interviews to probe into teachers’ learning and development. Students’ task performance and perceptions were analyzed to help reexamine the influence of teachers’ development on student learning.FindingsThe teachers in the two LSs encountered similar problems in both understanding and implementing the curriculum reform. The LSs helped them reach a contextualized understanding of the key concepts. Besides, developments were also seen in their instructional skills to adopt innovative methods and activities. The students’ task performance and perceptions endorsed the teachers’ efforts.Originality/valueFirst, this research combines data from two standardized LSs at different periods of curriculum implementation in the Chinese EFL context, which provides insights into teachers’ difficulties and development regarding curriculum reforms on a longer timeline. Second, students’ performance and perceptions are included as important data sources to assess the effectiveness of the LSs and teachers’ development.
{"title":"Connecting EFL curriculum reforms with teacher and student learning: insights from two lesson studies","authors":"Yumei Zhang, Shaoqian Luo","doi":"10.1108/ijlls-06-2022-0073","DOIUrl":"https://doi.org/10.1108/ijlls-06-2022-0073","url":null,"abstract":"PurposeCombining empirical insights from two lesson studies (LSs), this research aims to investigate EnEFL (English as a foreign language) teachers’ development in understanding and practical skills regarding the recent national English curriculum reform in China. It also strives to incorporate students’ performance and perceptions in the evaluation of the effectiveness of these LSs and teachers’ development.Design/methodology/approachTwo LSs were conducted in the same school with 3 years in between. Standardized procedures were followed in the two LSs, including pre-LS interviews, talk-lesson session, rehearsal lessons, and one public lesson. Triangulated data were collected from lesson plans, reflective journals, discussion notes, and interviews to probe into teachers’ learning and development. Students’ task performance and perceptions were analyzed to help reexamine the influence of teachers’ development on student learning.FindingsThe teachers in the two LSs encountered similar problems in both understanding and implementing the curriculum reform. The LSs helped them reach a contextualized understanding of the key concepts. Besides, developments were also seen in their instructional skills to adopt innovative methods and activities. The students’ task performance and perceptions endorsed the teachers’ efforts.Originality/valueFirst, this research combines data from two standardized LSs at different periods of curriculum implementation in the Chinese EFL context, which provides insights into teachers’ difficulties and development regarding curriculum reforms on a longer timeline. Second, students’ performance and perceptions are included as important data sources to assess the effectiveness of the LSs and teachers’ development.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123561235","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 : 2022-09-27DOI: 10.1108/ijlls-03-2022-0043
V. Collet, N. Nakawa
Purpose The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.Design/methodology/approach Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.Findings Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.Research limitations/implications This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.Practical implications Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.Originality/value The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.
{"title":"Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes","authors":"V. Collet, N. Nakawa","doi":"10.1108/ijlls-03-2022-0043","DOIUrl":"https://doi.org/10.1108/ijlls-03-2022-0043","url":null,"abstract":"Purpose The purpose of this study was to better understand how lesson study (LS) impacts the pedagogy and attitudes of teachers in varied sociocultural contexts. The authors investigated responses of teachers in Kenya and the USA who were new to LS.Design/methodology/approach Teacher interviews after LS were qualitatively and inductively analyzed with Teacher Education and Development Study: Learning to Teach Mathematics as a conceptual/analytical framework.Findings Results varied between Kenyan and US teachers. Kenyan teachers reported increases in content and pedagogical content knowledge. They suggested participating in LS was an enjoyable, productive struggle and emphasized the value of planning for lessons and the role of the outside expert. US teachers described consideration of students' needs, abilities, and learning strategies. They described LS as a positive experience, even though making time for the process was challenging. Procedurally, US teachers valued research and collaboration. Although both the process and responses differed, US and Kenyan teachers' reflections highlight affordances of LS.Research limitations/implications This study is a small-scale, comparative case study. Future research could ask similar research questions in other contexts and with greater numbers of participants.Practical implications Views of teaching and learning and typical structures for teachers' professional learning vary by context; these factors should be considered when planning and implementing LS.Originality/value The study responds to an identified need to learn more about how LS contributes to teachers’ different views of teaching and learning, which are embedded in various sociocultural settings.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121260727","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 : 2022-09-16DOI: 10.1108/ijlls-03-2022-0038
C. Skott
PurposeThe purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.Design/methodology/approachTo explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.FindingsThe combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.Research limitations/implicationsAs the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.Practical implicationsIn Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.Originality/valueOutside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark.
{"title":"A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme","authors":"C. Skott","doi":"10.1108/ijlls-03-2022-0038","DOIUrl":"https://doi.org/10.1108/ijlls-03-2022-0038","url":null,"abstract":"PurposeThe purpose of the article is to identify, describe and explain what and how new mathematics teachers learn when participating in a lesson-study induction programme, by networking theories.Design/methodology/approachTo explore this phenomenon, the author combines the two theoretical frameworks, Patterns of Participation and the Knowledge Quartet. In a case study with one teacher, the latter framework is used as a zoom into the parts identified as important by the first framework.FindingsThe combination of the two frameworks proved productive as it provides: (1) a more complete insight into what the teacher learned, (2) complementary views on what and how the teacher learned and (3) different insights into the complex situations new teachers find themselves in. These findings contribute to the theorisation of lesson study and to research on new mathematics teachers.Research limitations/implicationsAs the study includes only one teacher, its results regarding new teachers' learning are not generalisable to the same extent as are the results regarding the benefits of combining the two frameworks.Practical implicationsIn Denmark and other western countries, it is crucial to provide new mathematics teachers with support that focuses specifically on mathematics education. The article proposes a design of such an induction programme based on lesson study.Originality/valueOutside East Asia, lesson study is rarely used to support the professional development of new mathematics teachers during their first teaching years. The article contributes an exploration of this phenomenon in Denmark.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116339351","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 : 2022-09-08DOI: 10.1108/ijlls-01-2022-0012
Mairead Holden
PurposeThis paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.Design/methodology/approachTwo parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.FindingsFindings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.Originality/valueThe study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.
{"title":"Exploring online lesson study as a vehicle for teacher collaborative professional learning","authors":"Mairead Holden","doi":"10.1108/ijlls-01-2022-0012","DOIUrl":"https://doi.org/10.1108/ijlls-01-2022-0012","url":null,"abstract":"PurposeThis paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning.Design/methodology/approachTwo parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning.FindingsFindings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches.Originality/valueThe study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128509264","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}
PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.Design/methodology/approachIn accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.FindingsFollowings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers' qualities and abilities for subject teaching related to mathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest.Originality/valueThe GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS.
{"title":"Changes in qualities and abilities of Japanese teachers through participation in Global Lesson Study on mathematics","authors":"Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Yew-Jin Lee, B. Choy, Hiroaki Ozawa","doi":"10.1108/ijlls-04-2022-0058","DOIUrl":"https://doi.org/10.1108/ijlls-04-2022-0058","url":null,"abstract":"PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.Design/methodology/approachIn accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.FindingsFollowings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers' qualities and abilities for subject teaching related to mathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest.Originality/valueThe GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133735082","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 : 2022-08-30DOI: 10.1108/ijlls-04-2022-0046
Tomoya Shiraishi, Kazuhiko Saito, Alexander Kuga, Yoshimi Yamahira
PurposeThis study examined the factors that facilitated and obstructed the dissemination of a physical education lesson study (PELS) project in Peru, conducted in collaboration with Japan.Design/methodology/approachAdopting a qualitative approach, five Peruvian stakeholders in the field of physical education (PE) were interviewed. All the interviews were transcribed. The data were analysed using the Steps for Coding and Theorization (SCAT).FindingsThe factors that obstructed the dissemination of PELS were lack of mutual observation of lessons among teachers and the resistance of teachers to the project due to the term “study” in “lesson study”. Conversely, online dissemination of PELS may significantly improve its position in Peru. Disseminating PELS through small group practice and deploying it in the field of education through stakeholder collaboration comprised facilitating factors.Originality/valueThis study could facilitate an understanding of Peruvian educational and PE culture and have ripple effects on the practice and dissemination of LS in other countries and subject areas.
{"title":"Factors that facilitate and obstruct the dissemination of physical education lesson study in Peru","authors":"Tomoya Shiraishi, Kazuhiko Saito, Alexander Kuga, Yoshimi Yamahira","doi":"10.1108/ijlls-04-2022-0046","DOIUrl":"https://doi.org/10.1108/ijlls-04-2022-0046","url":null,"abstract":"PurposeThis study examined the factors that facilitated and obstructed the dissemination of a physical education lesson study (PELS) project in Peru, conducted in collaboration with Japan.Design/methodology/approachAdopting a qualitative approach, five Peruvian stakeholders in the field of physical education (PE) were interviewed. All the interviews were transcribed. The data were analysed using the Steps for Coding and Theorization (SCAT).FindingsThe factors that obstructed the dissemination of PELS were lack of mutual observation of lessons among teachers and the resistance of teachers to the project due to the term “study” in “lesson study”. Conversely, online dissemination of PELS may significantly improve its position in Peru. Disseminating PELS through small group practice and deploying it in the field of education through stakeholder collaboration comprised facilitating factors.Originality/valueThis study could facilitate an understanding of Peruvian educational and PE culture and have ripple effects on the practice and dissemination of LS in other countries and subject areas.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122020861","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 : 2022-08-12DOI: 10.1108/ijlls-07-2022-115
Fauzan Ahdan Nusantara
{"title":"Book review: Stepping up lesson study, an educator's guide to deeper learning","authors":"Fauzan Ahdan Nusantara","doi":"10.1108/ijlls-07-2022-115","DOIUrl":"https://doi.org/10.1108/ijlls-07-2022-115","url":null,"abstract":"","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117225850","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 : 2022-08-12DOI: 10.1108/ijlls-07-2022-114
Nicole A. Suarez
needs. Third, this book pushes the boundaries of the existing LS and LeaS community of researchers and practitioners by introducing an innovative way to use such models. LS and LeaS are professional development approaches often used by practitioners to take a deep dive into a content area, but the chapters in this book highlight how these models can also be used to deepen teachers ’ understanding of inclusive teaching, whether this be the primary goal or in concert with content goals. For many of the countries mentioned in the book, these chapters are the first reports of using LS or LeaS in SEN in their context. Lesson Study in Inclusive Education Settings does an excellent job compiling transcultural uses of and perspectives on leveraging the LS model to work towards building equitable and inclusive classrooms.
{"title":"Book review: Lesson study in inclusive education settings","authors":"Nicole A. Suarez","doi":"10.1108/ijlls-07-2022-114","DOIUrl":"https://doi.org/10.1108/ijlls-07-2022-114","url":null,"abstract":"needs. Third, this book pushes the boundaries of the existing LS and LeaS community of researchers and practitioners by introducing an innovative way to use such models. LS and LeaS are professional development approaches often used by practitioners to take a deep dive into a content area, but the chapters in this book highlight how these models can also be used to deepen teachers ’ understanding of inclusive teaching, whether this be the primary goal or in concert with content goals. For many of the countries mentioned in the book, these chapters are the first reports of using LS or LeaS in SEN in their context. Lesson Study in Inclusive Education Settings does an excellent job compiling transcultural uses of and perspectives on leveraging the LS model to work towards building equitable and inclusive classrooms.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133568818","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 : 2022-08-09DOI: 10.1108/ijlls-02-2022-0025
João Pedro Mendes Da Ponte, Marisa Quaresma, Joana Mata-Pereira
PurposeThis paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.
{"title":"The development of teachers' knowledge in a lesson study","authors":"João Pedro Mendes Da Ponte, Marisa Quaresma, Joana Mata-Pereira","doi":"10.1108/ijlls-02-2022-0025","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0025","url":null,"abstract":"PurposeThis paper seeks to understand how teachers' mathematical knowledge for teaching (MKT) is developed during a lesson study regarded as a professional development process that places particular emphasis on teachers' knowledge of tasks, representations and students' learning.Design/methodology/approachThis study is based on the networking of two theories, namely the Interconnected Model of Teacher Professional Growth (IMTPG) and MKT. The methodology is qualitative and interpretative. The participants are three primary school teachers and team members involved in a lesson study. Data collection was conducted by means of participant observation, with audio recordings of the sessions and a final individual interview.FindingsThe participant teachers developed their knowledge of tasks and representations, which are essential elements of content and teaching knowledge, as well as knowledge of the curriculum, content and students. Additionally, they developed specialized knowledge of mathematics, the meaning of fraction as a measure and its representation on the number line. This development arose from activities conducted in the Domain of Practice, in many cases prompted by the External Domain, and was particularly important when these activities gave rise to unforeseen consequences. Connections among the various domains were established through enactment and reflection processes.Originality/valueThe study shows how the networking of two different theories, in this case the IMTPG and MKT, may enhance further understanding of educational phenomena. This networking involved the coordination of these two theories, which were superimposed in the Group Domain.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127734184","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}
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