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Using design-based research to adjust lesson study with pre-service teacher candidates International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-04-12 Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby, Janine Nieroda
Purpose This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course. Design/methodology/approach Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included
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Students’ expectations from mathematics teachers in the planning phase of the lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-04-12 Ogün Bi̇lge, Yüksel Dede
Purpose This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms. Design/methodology/approach This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content
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Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-03-19 Bridget Flanagan, Mairéad Hourigan, Aisling Leavy
Purpose This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years). Design/methodology/approach Three teachers were introduced to and participated in
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Development of a self-reflection scale for observers of mathematics lesson during lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-03-18 Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Ban Heng Choy, Yew-Jin Lee, Hiroaki Ozawa
Purpose This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points. Design/methodology/approach Based on the pre-questionnaire
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Supporting teachers’ professional development in the social classroom dynamics domain with lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-02-22 Jeroen Pronk, Sui Lin Goei, Tirza Bosma, Wilma Jongejan
Purpose Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.
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Sustaining learning study: perspectives of the curriculum leaders International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-02-09 Ming Fai Pang, Wing Wah Ki
Purpose The aim of this study is to illuminate the perceptions of the essential factors for sustaining Learning Study of the curriculum leaders who have led Learning Study in schools over a sustained period. Design/methodology/approach This study adopted a case study research approach to explore the perspectives of the curriculum leaders regarding the sustainability of Learning Study. Data were collected
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A systematic review of the literature on lesson study in Germany: a professional development approach under the radar of research? International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-02-06 Julian Bucher, Klara Kager, Miriam Vock
Purpose The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders. Design/methodology/approach Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final
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The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-02-05 Yuichi Miyamoto
Purpose This paper aims to discuss the significance of teacher authorship (jissen kiroku) developed during jugyo kenkyu. Specifically, it explores the structural conditions of jugyo kenkyu that enabled the flourishing of jissen kiroku. Design/methodology/approach To find how jissen kiroku developed in jugyo kenkyu, this paper settled triad of authors-text-readers as the analytical perspective. Disputes
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Transforming first-aid training: a new lesson study approach for the Red Cross International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-01-16 Barbara Hanfstingl, Thomas Andreas Ogradnig
Purpose The first-aid courses organized by the Youth Red Cross Carinthia (Austria) had a quality problem, necessitating a professionalization in teaching and time structure. This research aimed to enhance the quality and effectiveness of these courses by implementing modified lesson studies with non-professional trainers. The paper presents the realization process, empirical research and results obtained
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A lesson study on a MOOC-based and AI-powered flipped teaching and assessment of EFL writing model: teachers' and students' growth International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-01-16 Yumei Zhang
Purpose The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA). Design/methodology/approach Three college EFL teachers and their students (66 in total) participated in three cycles of MAFTA
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Technology-mediated lesson study: a step-by-step guide International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2024-01-02 Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith, Rebecca L. Sansom
Purpose The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS). Design/methodology/approach TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture
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Students' mathematization in mathematics classrooms using the Thailand lesson study incorporated open approach model International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-12-13 Sunti Bunlang, Maitree Inprasitha, Narumon Changsri
Purpose The purpose of this paper is to explore students' mathematization through a flow of lessons using the Thailand Lesson Study Incorporated Open Approach (TLSOA) to improve the excellence of instruction. Design/methodology/approach A total of 16 Grade 4 students were selected because they have been taught using the TLSOA model for four years. Six Lesson Study (LS) team members participated, and
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Using coaching and mentoring supervision of lesson study to enhance classroom research competencies: a multi-case study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-11-24 Thanya Kadroon
Purpose The purpose of this paper is to explore the coaching and mentoring supervision of the Lesson Study to enhance preservice mathematics teachers' research competencies. Design/methodology/approach 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
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Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-11-22 Rongjin Huang, Joanna C. Weaver, Gabriel Matney, Xingfeng Huang, Joshua Wilson, Christine Painter
Purpose 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. Design/methodology/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
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Blended learning classroom model: a new extended teaching approach for new normal International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-11-20 Maitree Inprasitha
Purpose 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
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Exchange on subject pedagogy during lesson study in initial teacher education International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-11-20 Carien Bakker, Siebrich de Vries, Kees de Glopper
Purpose 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. Design/methodology/approach 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
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Teacher educator learning to implement equitable mathematics teaching using technology through lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-11-14 Rongjin Huang, Christopher T. Bonnesen, Amanda Lake Heath, Jennifer M. Suh
Purpose This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS). Design/methodology/approach 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
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An early childhood teacher experience in lesson study: the case of Sara International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-10-17 Maria Gorete Ramos Fonseca, João Pedro da Ponte
Purpose 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. Design/methodology/approach This is a qualitative case study of an early childhood teacher who participated in a LS alongside three other colleagues
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Design-based research to develop lesson study for transformative assessment: teachers’ reactions, learning, organizational support, and use International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-08-24 Melaku Takele Abate, Abbi Lemma Wedajo, Adula Bekele Hunde
Purpose 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. Design/methodology/approach 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
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Preservice teachers' perceptions of a practice-focused lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-05-23 Ryann N. Shelton, Rachelle Meyer Rogers, Trena L. Wilkerson
Purpose 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. Design/methodology/approach 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
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Learning to teach: an investigation into pre-service biology teachers' perceptions toward lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2023-03-10 Ummi Nur Afinni Dwi Jayanti, Miza Nina Adlini
Purpose 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
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Designing lesson study for individual and collective learning: networking theoretical perspectives International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-12-06 Geoffrey Wake
Purpose This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning. Design/methodology/approach The article primarily makes a theoretical contribution. It does, however, draw on, and
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The development of pedagogical content knowledge of prospective primary teachers in a lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-12-06 Linda Cardoso, João Pedro Da Ponte, Marisa Quaresma
Purpose To understand how lesson study (LS) can promote the development of pedagogical content knowledge (PCK) of prospective primary teachers. More specifically, to know what PCK prospective primary teachers develop during LS and how this development occurs. Design/methodology/approach Following a qualitative approach, this study took place in a teacher education institution where a LS was carried
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Leading whole-class discussions: from participating in a lesson study to teaching practice International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-11-17 Paula Gomes, Marisa Quaresma, João Pedro da Ponte
Purpose This article aims to analyse how a teacher leads whole-class discussions during and after participating in lesson studies and to what extent that participation influences her teaching practice. Design/methodology/approach This is a qualitative/interpretative research with a case study design, carried out with a secondary school mathematics teacher who participated in two lesson studies. Data
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How do dialogic interactions contribute to the construction of teachers' mathematical problem-solving knowledge? Construction of a conceptual framework International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-11-01 Stéphane Clivaz, Audrey Daina, Valérie Batteau, Sara Presutti, Luc-Olivier Bünzli
Purpose The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis. Design/methodology/approach The networking between a content analysis framework (Mathematical
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A tale of two schools: curriculum deliberation and school-level orientation in transforming knowledge through lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-10-25 Rachel Goh, Yanping Fang
Purpose The purpose of this paper is to examine how teachers engaged in curriculum deliberation through lesson study (LS) and how different types of teacher knowledge were elicited, co-constructed and transformed in integrated ways across LS stages. It also clarifies how different school-level orientations influence the nature, depth and scope of the deliberation. Design/methodology/approach The study
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Networking Hybridizations within the Semiosphere: a research trajectory for the Cultural Transposition of the Chinese Lesson Study within a Western context International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-10-21 Ferdinando Arzarello, Silvia Funghi, Carola Manolino, Alessandro Ramploud, Maria Giuseppina Bartolini Bussi
Purpose The aim of this paper is to describe teachers’ professional development in Lesson Study (LS) as processes situated in Semiosphere and generated by the unevenness due to different cultural traditions. The authors characterise teachers’ professional development in two LS experiments as processes generating new knowledge to point out their products, i.e. new professional frame teachers produce
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Guiding educational innovation to promote children's non-cognitive abilities to succeed: implementation of the Sesame Street curriculum in Japan International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-10-18 Noriyuki Inoue, Daniel Light
Purpose What does it take to successfully implement new educational innovation in schools, and what roles does lesson study play there? In order to answer this question, this study investigated the implementation of Sesame Street's Dream–Save–Do (DSD) curriculum that was designed to help children in a Japanese elementary school learn to pursue their own dreams. Design/methodology/approach The authors
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The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-10-11 Shiho Nozaki
Purpose This 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/approach A transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods
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Lesson study on two continents: contextual differences reflected in teachers’ pedagogy, affect and processes International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-09-27 Vicki Stewart Collet, Nagisa 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
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A networked understanding of new mathematics teachers' learning, when participating in a lesson-study induction programme International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-09-16 Charlotte Krog Skott
Purpose The 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/approach To 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
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Exploring online lesson study as a vehicle for teacher collaborative professional learning International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-09-08 Mairead Holden
Purpose This 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/approach Two 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
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Changes in qualities and abilities of Japanese teachers through participation in Global Lesson Study on mathematics International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-09-07 Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Yew-Jin Lee, Ban Heng Choy, Hiroaki Ozawa
Purpose The 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/approach In accordance with the GLS program, mathematics
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Factors that facilitate and obstruct the dissemination of physical education lesson study in Peru International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-30 Tomoya Shiraishi, Kazuhiko Saito, Alexander Kuga, Yoshimi Yamahira
Purpose This 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/approach Adopting 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
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The process of mentoring and tutoring in lesson study in initial teacher training: two case studies International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-08 María del Pilar Sepúlveda Ruiz, Monsalud Gallardo Gil, Elena García-Vila
Purpose This 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/approach The study is set within the framework of qualitative research and the methodology adopted
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The development of teachers' knowledge in a lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-09 João Pedro Da Ponte, Marisa Quaresma, Joana Mata-Pereira
Purpose This 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/approach This study is based on the networking of two theories, namely the Interconnected Model of Teacher
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From defining as assertion to defining as explaining meaning: teachers' learning through theory-informed lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-08 Jill Adler, Lisnet Mwadzaangati, Shikha Takker
Purpose The 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/approach The 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
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Perceptions of leadership teams regarding organisational knowledge creation through lesson study: perspectives from P. Gronn's hybrid leadership International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-09 Yuta Arii
Purpose This 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/approach This 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)
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Predicting challenges to student learning in a learning study: Analysing the intended object of learning International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-08-04 Balli Lelinge
Purpose This 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/approach In
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Establishing a lesson study collaboration matrix International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-07-12 John Paul Mynott, Stephanie Elizabeth Margaret O'Reilly
Purpose Lesson 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
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Online microteaching lesson study: a recipe to enhance prospective physics teachers' pedagogical knowledge International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-06-14 Rifati Dina Handayani, Triyanto
Purpose The research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS). Design/methodology/approach The 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. Findings OMLS can build
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Lesson study in mathematics with TDS and RME as theoretical support: two cases from the European TIME project International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-05-13 Britta Jessen, Rogier Bos, Michiel Doorman, Carl Winsløw
Purpose 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. Design/methodology/approach Case study performed by university researchers, based on theoretical analysis and case studies based on documents and observation from lesson studies
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Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-04-19 Betsy Ng, Aneesah Latife
Purpose 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. Design/methodology/approach 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
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Defining critical aspects in interaction: examples from a learning study on welding based on CAVTA International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-04-07 Nina Kilbrink, Jan Axelsson, Stig-Börje Asplund
Purpose 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. Design/methodology/approach 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
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Learning to teach through Tong Ke Yi Gou: voices from pre-service language teachers International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-03-15 Rui Yuan, Shuwen Liu
Purpose 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. Design/methodology/approach Data were collected from multiple sources, including semi-structured interviews, field observations, as well as individual reflections constructed by the participants. The different
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Lesson study and open approach development in Thailand: a longitudinal study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-03-04 Maitree Inprasitha
Purpose 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. Design/methodology/approach The researcher employed a longitudinal research
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Early statistics in kindergarten: analysis of an educator's pedagogical content knowledge in lessons promoting informal inferential reasoning International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-01-17 Soledad Estrella, Maritza Mendez-Reina, Raimundo Olfos, Jocelyn Aguilera
Purpose This study aims to describe the pedagogical content knowledge (PCK) of a kindergarten educator who implements a lesson plan about informal inferential reasoning designed in a lesson study group. Design/methodology/approach To this end, we analyzed teaching interventions in two kindergarten lessons focused on the playful task of tossing two coins, associated with inferential statistical reasoning
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Higher education teachers' perception and use of Content Representations in lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-01-06 Gabriel Hervas, José Luis Medina
Purpose “Content Representations” (CoRes) is an instrument that links content with aspects about its teaching and is recognized for its utility designing lessons and elucidating teachers' knowledge. Lesson study (LS) is a practice through which teachers collaborate to plan, teach and reflect on a lesson. Both have been acknowledged separately as being valuable for teachers' training; however, there
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Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-01-11 Janne Fauskanger, Nina Helgevold, Mercy Kazima, Arne Jakobsen
Purpose The aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning. Design/methodology/approach This study is part of a wider ongoing project aiming at improving primary mathematics teaching in Malawi through professional development (PD) of teachers using a LS model. The units being analyzed are teachers' written
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Book review – Lesson study-based teacher education: the potential of the Japanese approach in global settings International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-02-10 Klara Kager
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Book review – Changing teaching, changing teachers: 21st century teaching and learning through lesson and learning study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2022-02-10 Özgehan Uştuk
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Bansho as part of lesson and lesson study: from the origins to the present International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-09-30 Shirley Tan
Purpose This paper aims to provide an overview of the origins of bansho, how it has developed to be an indispensable practice in Japan and its influence on countries outside Japan. The integration of bansho into lesson study (LS) will also be presented. Design/methodology/approach This paper draws on the vast literature on bansho from both in and outside Japan to illustrate the points mentioned above
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On the development of pedagogical content knowledge through lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-11-16 Keith Wood
Purpose The objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study. Design/methodology/approach Discussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature. Findings Teachers' engagement in lesson and learning study
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Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-10-14 Xingfeng Huang, Rongjin Huang, Mun Yee Lai
Purpose 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. Design/methodology/approach 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
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Development of program for “Global Lesson Study” in mathematics education International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-09-07 Takeshi Sakai, Hideyuki Akai, Hiroki Ishizaka, Kazuyuki Tamura, Hiroaki Ozawa, Yew-Jin Lee
Purpose The purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of teachers using ICT. Its purpose is to nurture teachers from different countries with intercultural competence to conduct lesson study. Design/methodology/approach We developed an initial program for GLS in the subject of mathematics
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Digital competence of a teacher involved in the implementation of a cross-border lesson for classrooms in Brazil and Chile International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-09-02 Masami Isoda, Soledad Estrella, Diana Zakaryan, Yuriko Baldin, Raimundo Olfos, Roberto Araya
Purpose The purpose of this study was to examine the digital competence displayed by a primary school teacher who implemented an interdisciplinary cross-border lesson that was designed with the lesson study methodology and involved two countries: Brazil and Chile. Design/methodology/approach A qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean
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Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-08-26 Kamilla Klefbeck
Purpose This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices. Design/methodology/approach Five teachers met with the author
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Enhancing pedagogical content knowledge for STEM teaching of teacher candidates through lesson study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-08-24 Kornkanok Lertdechapat, Chatree Faikhamta
Purpose This study explores how lesson study (LS) can enhance teacher candidates' ability to develop their pedagogical content knowledge (PCK) for teaching science, technology, engineering and mathematics (STEM). Design/methodology/approach A multiple case study design was undertaken using the social-constructivist paradigm. The authors explored similarities and differences within and among four cases
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Intercultural collaborative lesson study between Japan and Germany International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-05-20 Nariakira Yoshida, Mitsuru Matsuda, Yuichi Miyamoto
Purpose The primary research question in this study concerns the establishment of a platform for intercultural collaborative lesson study, which promotes reciprocal dialogue between culturally distinctive educational research groups. Therefore, this study aims to introduce a case of intercultural collaborative lesson study projects between Hiroshima University and Leipzig University and to illustrate
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Lesson study as a research approach: a case study International Journal for Lesson and Learning Studies (IF 0.81) Pub Date : 2021-07-20 Susanne Jansen, Marie-Christine P.J. Knippels, Wouter R. van Joolingen
Purpose The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science. Design/methodology/approach Participants of the LS team were three secondary school teachers and