Pub Date : 2022-08-09DOI: 10.1108/ijlls-02-2022-0015
Yuta Arii
PurposeThis study explores the perceptions of the leadership team on knowledge creation in lesson study (LS) using P. Gronn's concept of hybrid leadership.Design/methodology/approachThis study included teachers from a public elementary school in Japan that has been engaged in autonomous LS for several years. Teachers (n = 8) from the leadership team of the LS practice for four years (2016–2019) were interviewed for the study.FindingsThe findings are threefold. First, teachers in the leadership team most often referred to teachers' leadership practices as occurring in the phases of externalisation and combination, which are the important phases in the organisational knowledge creation process. Second, in the context of LS, the study found that teachers in the leadership team used three approaches to take the lead in knowledge creation, approaching the individual and the groups using tools. Third, using the concept of hybrid leadership helped detail the complexity of the leadership practices performed by the leadership team in LS.Originality/valueThis study focusses on teachers in the leadership team in LS, which has been an overlooked topic in this field of research. In many Japanese schools where LS has been practiced for many years, leadership teams have been set up with certain expectations. The findings of this study highlight certain leadership team practices that will contribute to the development of a sustainable LS.
{"title":"Perceptions of leadership teams regarding organisational knowledge creation through lesson study: perspectives from P. Gronn's hybrid leadership","authors":"Yuta Arii","doi":"10.1108/ijlls-02-2022-0015","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0015","url":null,"abstract":"PurposeThis study explores the perceptions of the leadership team on knowledge creation in lesson study (LS) using P. Gronn's concept of hybrid leadership.Design/methodology/approachThis study included teachers from a public elementary school in Japan that has been engaged in autonomous LS for several years. Teachers (n = 8) from the leadership team of the LS practice for four years (2016–2019) were interviewed for the study.FindingsThe findings are threefold. First, teachers in the leadership team most often referred to teachers' leadership practices as occurring in the phases of externalisation and combination, which are the important phases in the organisational knowledge creation process. Second, in the context of LS, the study found that teachers in the leadership team used three approaches to take the lead in knowledge creation, approaching the individual and the groups using tools. Third, using the concept of hybrid leadership helped detail the complexity of the leadership practices performed by the leadership team in LS.Originality/valueThis study focusses on teachers in the leadership team in LS, which has been an overlooked topic in this field of research. In many Japanese schools where LS has been practiced for many years, leadership teams have been set up with certain expectations. The findings of this study highlight certain leadership team practices that will contribute to the development of a sustainable LS.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"81 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":"122695798","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 : 2022-08-08DOI: 10.1108/ijlls-02-2022-0029
J. Adler, Lisnet Mwadzaangati, Shikha Takker
PurposeThe aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching.Design/methodology/approachThe study reports an LS on geometry for professional development (PD) of secondary teachers. Data analysed includes lesson plans, transcripts of lessons, reflective discussions. The analytical approach is qualitative content analysis.FindingsTeachers' lexicalisation of an exterior angle of a triangle evolved as a function of a teaching framework that guided their participation in planning, teaching and reflecting through LS cycle, and that was derived from networking between theories.Research limitations/implicationsThis is both a small-scale study, and a limited content focus in the lesson, a function of LS being a new practice, and teachers simultaneously learning ideas about geometry teaching, those embedded in the framework and doing LS.Practical implicationsThe paper includes a description of how LS might contribute to teachers' learning of language responsive teaching, and so is useful for others working on LS and language practices.Originality/valueThis paper fulfils an identified need to learn more about how networking theories to inform and support LS can create learning opportunities for teachers, particularly about language responsive teaching, an interest and concern worldwide.
{"title":"From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study","authors":"J. Adler, Lisnet Mwadzaangati, Shikha Takker","doi":"10.1108/ijlls-02-2022-0029","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0029","url":null,"abstract":"PurposeThe aim is the introduction of lesson study (LS) in geometry in Malawi secondary schools supported by a teaching framework that includes a focus on language responsive teaching.Design/methodology/approachThe study reports an LS on geometry for professional development (PD) of secondary teachers. Data analysed includes lesson plans, transcripts of lessons, reflective discussions. The analytical approach is qualitative content analysis.FindingsTeachers' lexicalisation of an exterior angle of a triangle evolved as a function of a teaching framework that guided their participation in planning, teaching and reflecting through LS cycle, and that was derived from networking between theories.Research limitations/implicationsThis is both a small-scale study, and a limited content focus in the lesson, a function of LS being a new practice, and teachers simultaneously learning ideas about geometry teaching, those embedded in the framework and doing LS.Practical implicationsThe paper includes a description of how LS might contribute to teachers' learning of language responsive teaching, and so is useful for others working on LS and language practices.Originality/valueThis paper fulfils an identified need to learn more about how networking theories to inform and support LS can create learning opportunities for teachers, particularly about language responsive teaching, an interest and concern worldwide.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122329375","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 : 2022-08-08DOI: 10.1108/ijlls-02-2022-0021
María del Pilar Sepúlveda Ruiz, Monsalud Gallardo Gil, Elena García-Vila
PurposeThis paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge.Design/methodology/approachThe study is set within the framework of qualitative research and the methodology adopted is borne out by the case study.FindingsThe analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training.Research limitations/implicationsThis study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher.Practical implicationsThe paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge.Originality/valueThis paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.
{"title":"The process of mentoring and tutoring in lesson study in initial teacher training: two case studies","authors":"María del Pilar Sepúlveda Ruiz, Monsalud Gallardo Gil, Elena García-Vila","doi":"10.1108/ijlls-02-2022-0021","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0021","url":null,"abstract":"PurposeThis paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge.Design/methodology/approachThe study is set within the framework of qualitative research and the methodology adopted is borne out by the case study.FindingsThe analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training.Research limitations/implicationsThis study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher.Practical implicationsThe paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge.Originality/valueThis paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121167262","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 : 2022-08-04DOI: 10.1108/ijlls-03-2022-0032
B. Lelinge
PurposeThis study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners' perspective. In a learning study, the intended, enacted, and lived object of learning are considered. This study focuses on the learning material used by teachers while designing a lesson.Design/methodology/approachIn many learning studies, variation theory is used to design lessons, which predicts difficulties in and possibilities for student learning. The data consisted of a lesson part – instruction through a video-recorded dance choreography – employed to enhance primary school (in a Swedish context, grade 4) students' dancing skills in the subject of Physical Education and Health. The choreography comprised five different sequences, where a variation occurred when the subsequent (new) sequence was applied to the previous movement pattern. The sequences acted as building blocks, where the students' transitions from one movement pattern to another were logical and distinguishable.FindingsThe results of this study show in what way an analysis of learning material, based on variation theory, can help teachers take into account the level of complexity of the object of learning. The results also identify which parts of a lesson design can be predicted to present a higher degree of challenge and by that more difficult to grasp, especially for students with different educational needs.Originality/valueLessons may be designed based on theoretical assumptions to ensure effective classroom learning and provide guidance to teachers based on student needs.
{"title":"Predicting challenges to student learning in a learning study: Analysing the intended object of learning","authors":"B. Lelinge","doi":"10.1108/ijlls-03-2022-0032","DOIUrl":"https://doi.org/10.1108/ijlls-03-2022-0032","url":null,"abstract":"PurposeThis study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners' perspective. In a learning study, the intended, enacted, and lived object of learning are considered. This study focuses on the learning material used by teachers while designing a lesson.Design/methodology/approachIn many learning studies, variation theory is used to design lessons, which predicts difficulties in and possibilities for student learning. The data consisted of a lesson part – instruction through a video-recorded dance choreography – employed to enhance primary school (in a Swedish context, grade 4) students' dancing skills in the subject of Physical Education and Health. The choreography comprised five different sequences, where a variation occurred when the subsequent (new) sequence was applied to the previous movement pattern. The sequences acted as building blocks, where the students' transitions from one movement pattern to another were logical and distinguishable.FindingsThe results of this study show in what way an analysis of learning material, based on variation theory, can help teachers take into account the level of complexity of the object of learning. The results also identify which parts of a lesson design can be predicted to present a higher degree of challenge and by that more difficult to grasp, especially for students with different educational needs.Originality/valueLessons may be designed based on theoretical assumptions to ensure effective classroom learning and provide guidance to teachers based on student needs.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116083980","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 : 2022-07-12DOI: 10.1108/ijlls-01-2022-0004
J. Mynott, Stephanie Elizabeth Margaret O'Reilly
PurposeLesson study (LS) is a collaborative form of action research. Collaboration is central to LS methodology, therefore exploring and expanding the understanding of the collaborative features that occur in LS is a priority. This paper explores the features of collaboration in existing publications on LS to consider if, as Quaresma (2020) notes, collaboration is simplistically referred to within LS research.Design/methodology/approachUtilising a qualitative review of LS literature to explore LS collaboration through Mynott's (2019) outcome model and Huxham and Vangen's (2005) theory of collaborative advantage and inertia. 396 publications using “lesson study” and “collaboration” as key words were considered and reviewed, with 26 articles further analysed and coded, generating a collaborative feature matrix.FindingsWhile collaboration in LS is referred to generically in the articles analysed, the authors found examples where collaboration is considered at a meta, meso and micro level (Lemon and Salmons, 2021), and a balance between collaborative advantage and inertia. However, only a small proportion of LS publications discuss collaboration in depth and, while the matrix will support future research, more focus needs to be given to how collaboration functions within LS.Originality/valueThrough answering Robutti et al.'s (2016) question about what can be learnt from the existing LS research studies on collaboration, this paper builds on Mynott's (2019) outcome model by providing a detailed matrix of collaborative features that can be found in LS work. This matrix has applications beyond the paper for use by facilitators, leaders of LS, and researchers to explore their LS collaborations through improved understanding of collaboration.
{"title":"Establishing a lesson study collaboration matrix","authors":"J. Mynott, Stephanie Elizabeth Margaret O'Reilly","doi":"10.1108/ijlls-01-2022-0004","DOIUrl":"https://doi.org/10.1108/ijlls-01-2022-0004","url":null,"abstract":"PurposeLesson study (LS) is a collaborative form of action research. Collaboration is central to LS methodology, therefore exploring and expanding the understanding of the collaborative features that occur in LS is a priority. This paper explores the features of collaboration in existing publications on LS to consider if, as Quaresma (2020) notes, collaboration is simplistically referred to within LS research.Design/methodology/approachUtilising a qualitative review of LS literature to explore LS collaboration through Mynott's (2019) outcome model and Huxham and Vangen's (2005) theory of collaborative advantage and inertia. 396 publications using “lesson study” and “collaboration” as key words were considered and reviewed, with 26 articles further analysed and coded, generating a collaborative feature matrix.FindingsWhile collaboration in LS is referred to generically in the articles analysed, the authors found examples where collaboration is considered at a meta, meso and micro level (Lemon and Salmons, 2021), and a balance between collaborative advantage and inertia. However, only a small proportion of LS publications discuss collaboration in depth and, while the matrix will support future research, more focus needs to be given to how collaboration functions within LS.Originality/valueThrough answering Robutti et al.'s (2016) question about what can be learnt from the existing LS research studies on collaboration, this paper builds on Mynott's (2019) outcome model by providing a detailed matrix of collaborative features that can be found in LS work. This matrix has applications beyond the paper for use by facilitators, leaders of LS, and researchers to explore their LS collaborations through improved understanding of collaboration.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134549528","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 : 2022-06-20DOI: 10.1108/ijlls-01-2022-0003
Guiqing An, Yanru Chen, Yanping Fang, Jingwen Liu
PurposeLesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the potential to drive large-scale reform but little is known about how it does so from a district level. Therefore, this paper aims to reveal how lesson study promote district education reform.Design/methodology/approachThis study offers an in-depth case study of how District Y of Shanghai, China, took LS as the primary method in promoting its District Project of Building Curriculum Leadership in Schools. By analyzing the key project documents and achievements in project promotion, and interviews with the major Project leaders at District and school levels, this study explored the practice and impact of LS as a tool to promote district reform.FindingsIn the District Project, LS has been a medium to address each individual school's real problems of practice and turn them into reform vision and reform will in alignment with District goals. Five levels of school curriculum texts have been planned, designed, translated, implemented, reflected on, updated and mutually adjusted systematically through LS to ensure consistency in transforming District reform vision into classroom practice. Different models of teaching-research community building were found in sampled project schools and professional expertise was built with district support to promote reform. The curriculum leadership development through LS has shaped reform leader schools and formed a collection of LS exemplars circulated in schools as high-quality curriculum packages, which laid the foundation for district-wide reform.Originality/valueThe innovative practice of LS in China's education reform has expanded its reach from within one classroom to the entire district curriculum system and made it an important tool to drive large-school district-based education reform.
{"title":"How does lesson study promote district education reform? – A case study of a district in Shanghai","authors":"Guiqing An, Yanru Chen, Yanping Fang, Jingwen Liu","doi":"10.1108/ijlls-01-2022-0003","DOIUrl":"https://doi.org/10.1108/ijlls-01-2022-0003","url":null,"abstract":"PurposeLesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the potential to drive large-scale reform but little is known about how it does so from a district level. Therefore, this paper aims to reveal how lesson study promote district education reform.Design/methodology/approachThis study offers an in-depth case study of how District Y of Shanghai, China, took LS as the primary method in promoting its District Project of Building Curriculum Leadership in Schools. By analyzing the key project documents and achievements in project promotion, and interviews with the major Project leaders at District and school levels, this study explored the practice and impact of LS as a tool to promote district reform.FindingsIn the District Project, LS has been a medium to address each individual school's real problems of practice and turn them into reform vision and reform will in alignment with District goals. Five levels of school curriculum texts have been planned, designed, translated, implemented, reflected on, updated and mutually adjusted systematically through LS to ensure consistency in transforming District reform vision into classroom practice. Different models of teaching-research community building were found in sampled project schools and professional expertise was built with district support to promote reform. The curriculum leadership development through LS has shaped reform leader schools and formed a collection of LS exemplars circulated in schools as high-quality curriculum packages, which laid the foundation for district-wide reform.Originality/valueThe innovative practice of LS in China's education reform has expanded its reach from within one classroom to the entire district curriculum system and made it an important tool to drive large-school district-based education reform.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132343906","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 : 2022-06-14DOI: 10.1108/ijlls-02-2022-0017
R. D. Handayani, Triyanto
PurposeThe research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS).Design/methodology/approachThe study used a case study with eight prospective physics teachers. Various data sources are triangulated involving audiovisual meeting recording, documents from OMLS sessions, interviews, and observation.FindingsOMLS can build and enhance the PK of prospective physics teachers. The stages and cycles encourage participants to collaborate, exchange ideas to design active learning in the lesson plan teaching practice and revise deficiencies for improvement. The trial, analysis, discussion and revision of lessons reduced prospective teacher cognitive discrepancy.Research limitations/implicationsThis study has several limitations. First, the research only focuses on prospective physics teachers' PK with two cycles, limiting data collection and inaccuracies. Second, the data were taken qualitatively and from a relatively small group, so the findings are not generalizable.Practical implicationsEducational departments in higher education can implement and develop various MLS models according to the conditions of their respective students.Originality/valueThis study realizes higher education as a preparation place for prospective teachers' future careers as professional teacher candidates.
{"title":"Online microteaching lesson study: a recipe to enhance prospective physics teachers' pedagogical knowledge","authors":"R. D. Handayani, Triyanto","doi":"10.1108/ijlls-02-2022-0017","DOIUrl":"https://doi.org/10.1108/ijlls-02-2022-0017","url":null,"abstract":"PurposeThe research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS).Design/methodology/approachThe study used a case study with eight prospective physics teachers. Various data sources are triangulated involving audiovisual meeting recording, documents from OMLS sessions, interviews, and observation.FindingsOMLS can build and enhance the PK of prospective physics teachers. The stages and cycles encourage participants to collaborate, exchange ideas to design active learning in the lesson plan teaching practice and revise deficiencies for improvement. The trial, analysis, discussion and revision of lessons reduced prospective teacher cognitive discrepancy.Research limitations/implicationsThis study has several limitations. First, the research only focuses on prospective physics teachers' PK with two cycles, limiting data collection and inaccuracies. Second, the data were taken qualitatively and from a relatively small group, so the findings are not generalizable.Practical implicationsEducational departments in higher education can implement and develop various MLS models according to the conditions of their respective students.Originality/valueThis study realizes higher education as a preparation place for prospective teachers' future careers as professional teacher candidates.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124991472","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 : 2022-06-14DOI: 10.1108/ijlls-04-2022-0057
Yanping Fang, L. Paine, Rongjin Huang
PurposeThis special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how university faculty members and researchers support teachers to cross boundaries resulting from the introduction of key competencies-based (hexin suyang 核心素养) curriculum reform (KCR).Design/methodology/approachThe theme of continuity and change is examined against the backdrop of Chinese lesson study's (CLS's) consistent supporting role in enabling curriculum reform. These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play in Chinese LS, the authors use the lens of learning at the boundary of research-practice partnerships (RPPs) (Farrell et al., 2022) to contemplate the future of CLS.FindingsThe papers touch on three major themes: (1) the role of university-school partnerships in meeting the new demands of key competencies reform; (2) resourceful tools, strategies and structures to support boundary crossing for teachers; and (3) roles and relationships for mutual learning in university-school partnerships. Together these three themes, considered across the papers in this issue, point to the need to redefine CLS to engender versatility and hybridity and to enlist mutual learning relationships in future university-school partnerships. Such redefinition positions lesson study to both continue and change.Research limitations/implicationsThe papers in this issue are expected to promote mutualist learning in future CLS research-practice partnerships. To do so, research needs to move from focusing on change of a single case teacher to clarifying what experts and teachers each learn from the LS and from each other. Attention also needs to focus on the collaborative discourse and ways such discourse is able to promote mutual learning, emotional support in facing change as well as critical and constructive problem solving.Practical implicationsPractically, to better support boundary crossing, this special issue encourages academics and teachers to identify and work around boundary objects and their enabling features to enhance knowledge and identity of both university and teacher participants for more effective research-practice partnerships.Originality/valueThis special issue offers a pioneering set of studies that contributes to an in-depth understanding of how CLS is supporting the current competencies-based reform in China. It also provides concrete future directions for research and practice to enhance university-school partnerships' response to reform.
{"title":"Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform","authors":"Yanping Fang, L. Paine, Rongjin Huang","doi":"10.1108/ijlls-04-2022-0057","DOIUrl":"https://doi.org/10.1108/ijlls-04-2022-0057","url":null,"abstract":"PurposeThis special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how university faculty members and researchers support teachers to cross boundaries resulting from the introduction of key competencies-based (hexin suyang 核心素养) curriculum reform (KCR).Design/methodology/approachThe theme of continuity and change is examined against the backdrop of Chinese lesson study's (CLS's) consistent supporting role in enabling curriculum reform. These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play in Chinese LS, the authors use the lens of learning at the boundary of research-practice partnerships (RPPs) (Farrell et al., 2022) to contemplate the future of CLS.FindingsThe papers touch on three major themes: (1) the role of university-school partnerships in meeting the new demands of key competencies reform; (2) resourceful tools, strategies and structures to support boundary crossing for teachers; and (3) roles and relationships for mutual learning in university-school partnerships. Together these three themes, considered across the papers in this issue, point to the need to redefine CLS to engender versatility and hybridity and to enlist mutual learning relationships in future university-school partnerships. Such redefinition positions lesson study to both continue and change.Research limitations/implicationsThe papers in this issue are expected to promote mutualist learning in future CLS research-practice partnerships. To do so, research needs to move from focusing on change of a single case teacher to clarifying what experts and teachers each learn from the LS and from each other. Attention also needs to focus on the collaborative discourse and ways such discourse is able to promote mutual learning, emotional support in facing change as well as critical and constructive problem solving.Practical implicationsPractically, to better support boundary crossing, this special issue encourages academics and teachers to identify and work around boundary objects and their enabling features to enhance knowledge and identity of both university and teacher participants for more effective research-practice partnerships.Originality/valueThis special issue offers a pioneering set of studies that contributes to an in-depth understanding of how CLS is supporting the current competencies-based reform in China. It also provides concrete future directions for research and practice to enhance university-school partnerships' response to reform.","PeriodicalId":408622,"journal":{"name":"International Journal for Lesson & Learning Studies","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114662168","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 : 2022-05-16DOI: 10.1108/ijlls-04-2021-0031
Alessandro Ramploud, Silvia Funghi, M. Bartolini
PurposeThe aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian schools. The study focuses on the modifications and invariance when introducing CLS in a different culture.Design/methodology/approachIn a previous work (Bartolini Bussi et al., 2017), the authors focused on a single case of activity inspired by the CLS in Italy, and identified some conflicts emerging between the cultures of teaching in China and Italy and explored the way to overcome the conflicts. In the following years, the authors implemented lesson study (LS) experimentations with dozens of in-service primary school teachers and pre-service teachers who were gradually introduced to the model of CLS. The tensions/constraints occurred prominently when extending the experiments with many dozens of other in-service teachers and pre-service teachers.FindingsThe authors highlighted how the process of deconstruction allowed the participants in the study to either appropriate or reject some features of the CLS, linking this process to the cultural differences.Practical implicationsThe authors believe and argue that LS, and CLS in particular, must be modified in the transfer from one culture to another, considering the cultural beliefs of the involved teachers.Originality/valueThe authors claim that the features of CLS compels the Western researchers to adopt local and culturally determined choices and to be aware of the rationale of these choices.
目的本研究旨在探讨在意大利学校实施汉语课堂研究(CLS)为基础的数学教师教育模式的理论基础和结果。研究的重点是在不同的文化中引入CLS时的修改和不变性。在之前的工作(Bartolini Bussi et al.， 2017)中，作者专注于意大利CLS启发的单一活动案例，并确定了中国和意大利教学文化之间出现的一些冲突，并探讨了克服冲突的方法。在接下来的几年里，作者对数十名逐渐接触到课堂学习模式的在职小学教师和职前教师进行了课堂研究(LS)实验。当将实验扩展到许多其他在职教师和职前教师时，这种紧张/约束明显出现。研究结果:作者强调了解构过程是如何让研究参与者接受或拒绝CLS的某些特征的，并将这一过程与文化差异联系起来。实践意义作者认为，考虑到所涉教师的文化信仰，在从一种文化到另一种文化的迁移中，必须对外语教学，特别是汉语教学进行修改。原创性/价值作者声称，CLS的特点迫使西方研究人员采用当地和文化决定的选择，并意识到这些选择的基本原理。
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Pub Date : 2022-05-13DOI: 10.1108/ijlls-01-2022-0009
B. Jessen, R. Bos, M. Doorman, C. Winsløw
PurposeThe authors investigate the use and potential of a theoretical combination of Realistic Mathematics Education (RME) and the Theory of Didactic Situation (TDS) to support Lesson Study (LS) in upper secondary mathematics.Design/methodology/approachCase study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies.FindingsEven within a project lasting just about three years, teachers (with no preliminary experience of lesson study) engaged in lesson design based on the combination of theoretical perspectives from TDS and RME in ways that confirm the potential of that combination to enrich and focus teachers' professional development within the framework of LS . It is not clear to what extent the intensive and continued engagement of university researchers has been or would be essential for similar and longitudinal realizations of these potentials.Practical implicationsAs current European frameworks seek to engage researchers and teachers in collaboration and exchange across countries, networking of major paradigms of research (like TDS and RME) and uses of them as supports for teachers' inquiry (like demonstrated in this paper) is of considerable institutional interest and potential impact on schools.Social implicationsTeachers' Inquiry in Mathematics Education (TIME) is a prerequisite for the development of Inquiry Based Mathematics Education, which in turn is required in many countries across the world, with the aim of fostering critical and competent citizens.Originality/valueThis combination of (major) mathematics education theories to support and enrich LS has not previously been investigated. While several aspects of adapting to LS Western contexts have been investigated in the past, including the inclusion of perspectives and tools from academic research, the role of university researchers is also quite open. While authors do not offer a systematic study of this role, authors examine how this role may involve development of new practical combinations of different, complementary theoretical tools, which indeed hold potential to support lesson study in a European context.
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