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Authors:Thanya Kadroon Abstract: The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies. The researcher employed a multi-case study design to describe the internship experiences of practicing coaching and mentoring supervision while preservice teachers engaged in Lesson Study. A total of six preservice teachers were the samples, and they were teaching six lessons. A classroom observation evaluation form was used to collect data from 60 observers, with a proportion of 10 observers to each sample to assess and provide feedback on the samples' research competencies. This was followed by 12 individual, semi-structured interviews using interview protocol. The participants included 60 Lesson Study group members and six mentors from the three research schools, together with the samples' internship advisors from Suratthani Rajabhat University, totaling to 72 assessors. Data were examined using the thematic analysis method. The results of 60 observation evaluations revealed that coaching and mentoring supervision of Lesson Study can develop samples' research competencies in four capabilities, namely, instructional planning, classroom management, instructional delivery and professional development. The 12 interview results indicated that the six samples' research competencies were improved in these four aspects, namely, data collection and analysis, collaboration, reflection and pedagogical content knowledge. Mentoring and coaching supervision of Lesson Study holds great potential for collaborative professional development and continuous improvement of mathematics teachers' research competencies. This article suggests meaningful professional benefits of participation in mentoring and coaching supervision. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-11-24 DOI: 10.1108/IJLLS-05-2023-0055 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Rongjin Huang, Joanna C. Weaver, Gabriel Matney, Xingfeng Huang, Joshua Wilson, Christine Painter Abstract: This study aimed to explore teachers' learning processes through a hybrid cross-cultural lesson study (LS) because little is known about the learning process through this novel and promising LS approach. This cross-cultural LS lasted over six months focusing on developing a research lesson (RL) related to linear functions/equations by addressing a commonly concerned student learning difficulty. The data collected were lesson plans, videos of RLs, cross-culture sharing meetings and post-lesson study teacher interviews. A cultural-history activity theory (CHAT) perspective (Engeström, 2001) was used as a theoretical and analytical framework, and contradictions were viewed as driving forces of teachers' learning. The data were analyzed to identify contradictions and consequent teachers' learning by resolving these contradictions. The results revealed four contradictions occurring during the hybrid cross-cultural LS that are related to the preferred teaching approach, culturally relevant tasks, making sense of the specific topic and enactment of the RL. By addressing these contradictions, the participating teachers perceived their learning in cultural beliefs, pedagogical practice and organization of the lesson. This study details teachers' collaborative learning processes through hybrid cross-cultural LS and provides implications for effectively conducting cross-cultural LS. However, how the potential learning opportunity revealed from this case could be actualized at a larger scale in different cultures and the actual impact on local practices by adapting effective practices from another culture are important questions to be investigated further. This study expands teacher learning through cross-cultural LS by focusing on contradictions cross-culturally as driving forces. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-11-22 DOI: 10.1108/IJLLS-07-2023-0093 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Maitree Inprasitha Abstract: The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning. The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model. A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model. These discussions are limited to a study representative of 62 out of 274 project schools. The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology. This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-11-20 DOI: 10.1108/IJLLS-01-2023-0011 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Carien Bakker, Siebrich de Vries, Kees de Glopper Abstract: This exploratory study investigates the extent to which lesson study (LS) in initial teacher education (ITE) teams address subject-pedagogical aspects during their conversations and what subject-pedagogical aspects are addressed. The two-case design of the study – one LS team in ITE comprised of an ST and experienced teachers and one comprised of an ST and novice teachers – is aimed to discover similarities and variations in their focus of attention. The conversations of both LS teams were to a large degree about subject-pedagogical aspects. Both teams paid relatively less attention to discussing the themes “subject matter” and “learning objectives” and more to “pupils” learning and “teacher activities.” Concerning the theme of “pupils” learning, the LS team with experienced teachers focused more than the novice LS team on discussing the aspects “pupils” initial situation and “expected learning behavior.” The novice LS team focused more than the experienced team on discussing their observations of individual pupils' thinking. The results indicate that LS in ITE with a mix of ST and experienced teachers can facilitate exchange on subject-pedagogical aspects of the research lesson. This may help develop and deepen the subject-pedagogical knowledge, views and routines of STs. The differences found between the two LS teams provide starting points for differentiation in the support of LS teams in ITE. Follow-up research could focus on the questions of whether and how LS teams in ITE bring more coherence to their attention for subject-pedagogical aspects of the lesson. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-11-20 DOI: 10.1108/IJLLS-04-2023-0034 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Rongjin Huang, Christopher T. Bonnesen, Amanda Lake Heath, Jennifer M. Suh Abstract: This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice. The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform. This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning. This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction. The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-11-14 DOI: 10.1108/IJLLS-05-2023-0049 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Maria Gorete Ramos Fonseca, João Pedro da Ponte Abstract: This research aims to understand the learning with regard to didactic knowledge of an early childhood teacher who participated in a Lesson Study (LS) on the topic of patterns, as well as her perspective about LS as a teacher education process. This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues and a facilitator. Data collection was made by participant observation with elaboration of a research journal, audio recording of sessions and a collective interview. Data analysis was made by content analysis based on the conceptual framework. This case study shows that early childhood teachers may become aware of the importance of working with their children mathematical ideas. It also shows that they may develop their didactic knowledge in several dimensions such as school mathematics, curriculum, children and their learning, and teaching practice and that they may appreciate LS as a means of professional development. This study shows the potential of LS for the professional development of early childhood teachers, a scarcely researched area. It also shows that their learning may include dimensions related to specific curricular areas such as mathematics. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-10-17 DOI: 10.1108/IJLLS-05-2023-0064 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Ying Ji Abstract: This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings. A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments. The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others. This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-10-03 DOI: 10.1108/IJLLS-01-2023-0015 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Melaku Takele Abate, Abbi Lemma Wedajo, Adula Bekele Hunde Abstract: This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice. The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach. The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research. With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-08-24 DOI: 10.1108/IJLLS-05-2023-0059 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Jiajia Li, Sui Lin Goei, Wouter R. Van Joolingen Abstract: This study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context. This is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model. This study revealed that LS participation facilitates teachers’ integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified. This was a small-scale study, which may limit the generalizability of the findings. This study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers’ PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD. The originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers’ PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers’ PD. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-08-11 DOI: 10.1108/IJLLS-04-2023-0042 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Hui-Ling Wendy Pan, Jui-Hsuan Hung, Huilin Bai Abstract: Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy. A cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling. The findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy. By incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-07-03 DOI: 10.1108/IJLLS-04-2023-0033 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Ryann N. Shelton, Rachelle Meyer Rogers, Trena L. Wilkerson Abstract: The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study. This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program. This paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection. First, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions. Mathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers. This paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-05-23 DOI: 10.1108/IJLLS-11-2022-0168 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Ummi Nur Afinni Dwi Jayanti, Miza Nina Adlini Abstract: Despite numerous kinds of research regarding the potential of lesson study (LS) in internship and microteaching in teacher education curricula, studies examining the adaptation of LS in the lesson planning (LP) course have not been established. To fill this gap, this study aims to explore the perceptions of pre-service biology teachers of an adapted LS in the LP course toward their instructional design skills and teaching competency. This study opted for basic qualitative studies. The participants were eleven pre-service biology teachers in their third year who had already taken a LP course. Data were collected through semi-structured interviews. Collected data were then transcribed and thematically analyzed using grounded theory and focused on participants' perceptions about the development of their teaching competency in lesson planning through LS. The findings revealed that participants appreciated the planning and consultation phases, teaching practice, peer observation as well as observer feedback from the reflection phase in supporting the development of their basic teaching skills. There was also a change in their perceptions related to the concept of teaching. The findings of this study offer insight regarding the benefits and challenges of involving pre-service biology teacher students in the LS for biology teacher education programs with a focus on the method or LP course. Citation: International Journal for Lesson and Learning Studies PubDate: 2023-03-10 DOI: 10.1108/IJLLS-07-2022-0093 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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