|
International Journal for Lesson and Learning Studies
Journal Prestige (SJR): 0.324  Citation Impact (citeScore): 1 Number of Followers: 2  Hybrid journal * Containing 3  Open Access article(s) in this issue *ISSN (Print) 2046-8253 - ISSN (Online) 2046-8261 Published by Emerald  [360 journals]
|
- Chinese lesson study: critical aspects of transfer from China to Italy
Open Access Article-
Free pre-print version: Loading...
Authors: Alessandro Ramploud , Silvia Funghi , Maria Giuseppina Bartolini
Abstract: The 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. In 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. The 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. The 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. The 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.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-05-16
DOI: 10.1108/IJLLS-04-2021-0031
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Lesson study in mathematics with TDS and RME as theoretical support: two
cases from the European TIME project-
Free pre-print version: Loading...
Authors: Britta Jessen , Rogier Bos , Michiel Doorman , Carl Winsløw
Abstract: The 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. Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies. Even 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. As 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. Teachers' 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. This 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.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-05-13
DOI: 10.1108/IJLLS-01-2022-0009
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Subject competency framework in fostering high-end lesson study –
a case of teaching “properties of iron salts” unit in a senior high
school-
Free pre-print version: Loading...
Authors: Lei Wang , Quan Wang , Simin Kong , Jiuhua Hu , Xiaoge Chen
Abstract: This study aims to present a high-end lesson study (HELS) model to develop students' subject competency. Data were collected from a Beijing suburban key senior high school in China. How the subject competency framework (SCF) supports HELS and develops students' subject competency in practice are discussed in this study. This study provides a four-dimensional SCF developed by the chemistry education research team at Beijing Normal University. Basic procedures of the HELS model involve the project plan, students' pre-test, lesson design workshop, first-round teaching implementation and improvement, second-round teaching implementation and evaluation, students' post-test, and results discussion. Data were collected from each of the procedures, and analysis of the data is conducted in both qualitative and quantitative approaches. The results show that the SCF supports HELS implementation by (1) identifying key teaching objectives based on curriculum standard requirements and students' subject competency performance; (2) organizing teaching content based on the core knowledge to develop cognitive mode; (3) designing tasks and activities regarding understanding–applying–transferring and innovating categories and sub-categories of SCF; (4) establishing students' cognitive perspectives and reasoning paths to promote their subject competency by teacher–student interaction. The HELS model provides theory-based pedagogical guidance for conducting lesson studies. It presents the SCF and orientation. The SCF is used throughout the entire process of HELS, including the identification of teaching objectives, the selection and organization of teaching content, and the design and implementation of teaching activities. It reflects a systematic instructional design–implementation–discussion–improvement–evaluation process. The SCF-based HELS can be applied to different topics and disciplines.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-04-27
DOI: 10.1108/IJLLS-11-2021-0103
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Teacher mindset change in boundary-crossing lesson study:a case from China
-
Free pre-print version: Loading...
Authors: Xiangming Chen , Qunhui Ou , Chao An , Dongyun Zhang
Abstract: The purpose of this study is to provide an alternative approach to teacher learning on top of the usual practices of listening to experts' lectures and conducting school-based activities among peers in China. A boundary-crossing lesson study (BCLS) through school-university partnership served as an example to illustrate how a class teacher's mindset changed towards her students in equal interactions with university scholars. With the lenses of action science theory and boundary-crossing learning theory, the study used qualitative research approach to collect and analyze data. One Chinese primary school class teacher from a workshop on narrative action research was selected as the case for this study. Interviewing, observation and document analysis were used to collect data. Data analysis methods included categorization and contextualization of the teacher's mindset change towards her student. The case teacher, Mrs. Li, collaborated closely in paired teaching with her university partner AP Yu in all the four phases of their BCLS. Each phase was marked with an interactive event such as dialogic illumination, reflexive theorization, embodied conversation, and fusion of teacher and trainer roles. With inspirational trust as a major interactive mechanism, Mrs. Li jumped out of her single-loop learning (changing strategies according to results) to double-loop learning (changing both strategies and values/values). As a result, her mindset changed from attribution to appreciation towards her low-achieving student. This study made contributions in two ways. First, it examined a class teacher's mindset change towards her student, rather than that of subject matter teachers towards their teaching materials and methods. Second, it revealed how reflective interactions in a special kind of BCLS by school teachers and university scholars may promote the teacher's mindset change. The findings further confirm that having differences as boundaries is not enough for teacher learning. For deep learning like Mrs. Li's mindset change, it requires a respectful and inspirational relationship between school teachers and university scholars in the BCLS.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-04-22
DOI: 10.1108/IJLLS-03-2021-0019
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Exploring students' learning and motivation in a lesson study for learning
community (LSLC) environment: a new perspective-
Free pre-print version: Loading...
Authors: Betsy Ng , Aneesah Latife
Abstract: The present qualitative paper examined the changes in students' motivation before and after lesson study for learning community implementation at a primary school in Singapore. Student focus group discussions (FGDs) were conducted with six students from each of the classes involved in the research lessons. Students were asked specific questions relating to the research lessons and teachers. Findings suggest that there are some changes in students' perception of classroom climate and their motivation to learn after the implementation of lesson study for learning community. Together with self-determination theory, lesson study for learning community may be viewed as a social and collaborative model as well as a supportive learning climate, promoting students' adaptive outcomes and needs satisfaction. Teachers need to be provided support to plan their lessons and to become familiar with the lesson study for learning community approach. There is also a major challenge of teacher “buy-in” whether they would undertake the practice of lesson study for learning community voluntarily. This study provides evidence of the existence of an approach via listening pedagogy for the teaching of listening that focuses on students' motivation to listen and learn in class.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-04-19
DOI: 10.1108/IJLLS-01-2022-0007
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Learning to teach through : voices from pre-service language teachers
-
Free pre-print version: Loading...
Authors: Rui Yuan , Shuwen Liu
Abstract: The study explores how pre-service teachers engage in Tong Ke Yi Gou (“Same lesson and different design”) as a Chinese version of lesson study in a language teacher education course. Data were collected from multiple sources, including semi-structured interviews, field observations, as well as individual reflections constructed by the participants. The different data sources served to triangulate and enrich each other, shedding light on the student teachers’ learning experiences through lesson study. The findings of the study reveal the participants’ enhanced motivation and participation through a process-oriented, collaborative design (i.e. joint lesson planning, micro-teaching, collaborative debrief and individual reflections). In addition, the participants engaged in constant comparisons at multiple levels, which collectively refined and expanded their pedagogical knowledge about language teaching. Such rich and collaborative experiences further contributed to their reflections on and for practice as future language teachers. On the other hand, the study also reveals the emotional challenges faced by some participants due to the competitive atmosphere brought by the comparative element embedded in the process of Tong Ke Yi Gou. This study incorporates the mode of Tong Ke Yi Gou into a pre-service teacher education course in order to examine how it can benefit student teachers’ learning to teach. The findings highlight the power of “comparison” in promoting student teachers’ reflective and analytical thinking at multiple levels with practical implications for current pre-service teacher education programs.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-03-15
DOI: 10.1108/IJLLS-12-2021-0112
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- A teacher's learning of transforming curriculum reform ideas into
classroom practices in lesson study in China-
Free pre-print version: Loading...
Authors: Wenjun Zhao , Rongjin Huang , Yiming Cao , Rui Ning , Xiaoxia Zhang
Abstract: This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices. Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process. This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs. Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-03-14
DOI: 10.1108/IJLLS-07-2021-0056
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Facilitating EFL teachers’ professional development through CLS of
English literature instruction-
Free pre-print version: Loading...
Authors: Huaqing Zhang , Shaoqian Luo
Abstract: Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes. This study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis. The results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development. This study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-03-14
DOI: 10.1108/IJLLS-09-2021-0074
Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
-
- Defining critical aspects in interaction: examples from a learning study
on welding based on CAVTA
Open Access Article-
Free pre-print version: Loading...
Authors: Nina Kilbrink , Jan Axelsson , Stig-Börje Asplund
Abstract: The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests. In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed. The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible. Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-04-07
DOI: 10.1108/IJLLS-12-2021-0113
Issue No: Vol. 11 , No. 5 (2022)
-
- Lesson study and open approach development in Thailand:
a longitudinal study
Open Access Article-
Free pre-print version: Loading...
Authors: Maitree Inprasitha
Abstract: This research explores the “transformation” ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation. The researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts. As results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations. Further studies should focus on the possible conflicts emerging between the different cultures of teaching. The idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills. The findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2022-03-04
DOI: 10.1108/IJLLS-04-2021-0029
Issue No: Vol. 11 , No. 5 (2022)
-
- Exploring teacher learning process in Chinese lesson study: a case of
representing fractions on a number line-
Free pre-print version: Loading...
Authors: Xingfeng Huang , Rongjin Huang , Mun Yee Lai
Abstract: This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study. An expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process. The analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding. This study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.
Citation: International Journal for Lesson and Learning Studies
PubDate: 2021-10-14
DOI: 10.1108/IJLLS-03-2021-0026
Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
-
- International Journal for Lesson and Learning Studies
-
Free pre-print version: Loading...
-
