Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wanty Widjaja ◽  
Susie Groves ◽  
Zara Ersozlu
Keyword(s):  
Lesson Study ◽  
Lesson Plan ◽  
Primary Teachers ◽  
Detailed Examination ◽  
Theory And Practice ◽  
Content Type ◽  
Before And After ◽  
High Level ◽  
Cross Case Analysis ◽  
Study Unit

PurposeThe purpose of this paper is to describe the design and delivery of a lesson study unit in mathematics to pre-service primary teachers and to identify the opportunities and challenges resulting from the need to deliver the unit wholly online due to the COVID-19 pandemic.Design/methodology/approachCross-case analysis, using a before-and-after design, was used to compare the development and delivery of the unit in 2019 and 2020, with the pivotal event of interest between the before-and-after cases being the onset of the COVID-19 pandemic.FindingsThe content and structure of the unit, as well as its collaborative aspects, remained substantially the same in the before-and-after cases. While there was a low level of engagement with pre-recorded lectures, there was a high level of engagement and participation in the online synchronous seminars, together with a marked increase in overall satisfaction with the unit. Pre-service teachers were unable to teach and observe one another's planned research lessons in school. Instead, after a detailed examination of the task, the lesson plan and student solutions, they observed a pre-recorded video of a research lesson at a local school and participated in a streamed post-lesson discussion. Pre-service teachers regarded this new component as a highlight of the unit and an important connection between the theory and practice of lesson study.Originality/valueThe inclusion of the video-recorded research lesson in 2020 introduced a new level of authenticity for pre-service teachers, allowing them to observe a high quality structured problem solving mathematics lesson taught in a local public school, as part of a local implementation of lesson study-something that is not generally possible. While there is often a view that the benefits of lesson study result mainly from collaborative planning and teaching of the research lesson, this paper highlights the value of involvement for all participants in research lesson observation and post-lesson discussion, as well as the opportunities afforded by the use of “virtual lesson study”.

Impact on lesson study for initial teacher training in Japan

2016 ◽  
Vol 5 (2) ◽  
pp. 155-168 ◽  
Author(s):  
Toshiya Chichibu
Keyword(s):  
Lesson Study ◽  
Design Methodology ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Point Of View ◽  
Simple Problem ◽  
Time Schedule ◽  
Content Type ◽  
Initial Teacher Training ◽  
High Level

Purpose – The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the point of view in which mentors evaluate the lesson plan, research lessons and kyouzai-kenkyuu of initial teachers. Design/methodology/approach – This study adopts a case analysis that shows how a mentor gives advice to an initial teacher in the post-lesson discussion. In Japanese lesson study, the time schedule of the post-lesson discussion is well structured, so the time for a mentor to state his or her comment is limited to around ten minutes. Mentors try to help initial teachers develop instructional and thinking skills. Findings – From simple problem to high-level cases in which finding the problem of a lesson is difficult, only a highly competent mentor can find the problem and suggest improvements. Mentors need the competency to observe the lesson and the knowledge and skills to improve the lesson. Research limitations/implications – This paper focusses on how mentors can help develop the kyouzai-kenkyuu understanding of initial teachers. More studies that focus on how mentors can train initial teachers to understand how students learn during lessons are needed. Originality/value – This paper discloses what Japanese teachers think of lesson plans and kyouzai-kenkyuu and how mentors help develop kyouzai-kenkyuu understanding among initial teachers.

Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Janne Fauskanger ◽  
Nina Helgevold ◽  
Mercy Kazima ◽  
Arne Jakobsen
Keyword(s):  
Mathematics Teaching ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Primary Teachers ◽  
Small Scale ◽  
Content Type ◽  
Mathematics Teaching And Learning ◽  
Practical Implications ◽  
Ongoing Project

PurposeThe aim of the study is to better understand how lesson study (LS) contributes to challenging teachers' views of mathematics teaching and learning.Design/methodology/approachThis 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 reflections and lesson plans. The analytical approach is qualitative content analysis.FindingsInitially, the participating Malawian primary teachers report traditional views of mathematics teaching and learning. After having participated in a LS cycle, they reported on the need to work on how to involve and create space for learners' participation in mathematic lessons and highlight the importance for learners to discover mathematics on their own.Research limitations/implicationsThis is a small-scale study due to LS being quite new in the Malawian context and the need to test before possible upscaling.Practical implicationsThe paper includes a description on how LS might contribute to challenging Malawian teachers' views of mathematics teaching and learning; this can be valuable information for others who are attempting to use LS in a similar context.Originality/valueThis paper fulfills an identified need to learn more about how LS might contribute to challenging teachers' views of mathematics teaching and learning worldwide.

Lesson Study as a bridge between two learning contexts

2020 ◽  
Vol 9 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Birgitta Lundbäck ◽  
Helen Egerhag
Keyword(s):  
Lesson Study ◽  
After School ◽  
School Age ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teaching Situation ◽  
Learning Contexts ◽  
Before And After ◽  
The Subject

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

The impact of financial safety act and corporate governance on the level of financial disclosure

2016 ◽  
Vol 58 (6) ◽  
pp. 618-633 ◽  
Author(s):  
Ali Ahmadi ◽  
Abdelfettah Bouri
Keyword(s):  
Corporate Governance ◽  
Design Methodology ◽  
Stock Exchange ◽  
Financial Disclosure ◽  
Content Type ◽  
Study Results ◽  
Before And After ◽  
The Subject ◽  
High Level ◽  
The Impact

Purpose This research paper aims to identify and measure the contribution of the financial safety act (FSA) regulation in improving the level of financial disclosure of listed Tunisian firms. To answer the problems of the subject, the authors tried to hold accountable several determinants of the level of financial disclosure relating to the particular characteristics of the firm, and the adoption of the recommendations envisaged by the FSA, as likely to have an impact on the level of financial disclosure of Tunisian firms. Design/methodology/approach With a sample composed by 20 companies during the period from 2003 to 2010 (160 observations), the contribution of the FSA regulation in improving the level of financial disclosure of listed Tunisian firms was identified and measured. After that, the levels of financial disclosure before and after the FSA were compared. Findings The study results confirm the positive and significant effect of the FSA on the level of financial disclosure. This impact seems to appear through the improvement of the disclosure level during the years which follow the adoption of the new regulation. The results of this study also show that firms with a high level of financial disclosure are those which have an independent board of directors, auditor BIG and joint audit. Originality/value This paper is devoted to evaluate the impact of the FSA n°2005-96 and corporate governance on the level of financial disclosure. The empirical study relates to a sample of 20 firms listed on the Tunis Stock Exchange observed over the period 2003-2010.

Teacher change through cognitive conflicts: the case of an art lesson study

2020 ◽  
Vol 9 (4) ◽  
pp. 383-395
Author(s):  
James Calleja ◽  
Laura Formosa
Keyword(s):  
Professional Learning ◽  
Teacher Change ◽  
Lesson Study ◽  
Lesson Plan ◽  
Collaborative Work ◽  
Cognitive Conflict ◽  
Effective Teacher ◽  
Art Teacher ◽  
Content Type ◽  
Study Process

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

Digital competence of a teacher involved in the implementation of a cross-border lesson for classrooms in Brazil and Chile

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Masami Isoda ◽  
Soledad Estrella ◽  
Diana Zakaryan ◽  
Yuriko Baldin ◽  
Raimundo Olfos ◽  
...  
Keyword(s):  
Learning Environment ◽  
Information And Communication Technologies ◽  
Lesson Study ◽  
Lesson Plan ◽  
Primary School Teacher ◽  
Digital Competence ◽  
Content Type ◽  
Cross Border ◽  
Study Methodology ◽  
The Cross

PurposeThe 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/approachA qualitative methodology was adopted via the case study method through which the case of a sixth-grade Chilean teacher participating in the study was documented. The data were collected through a lesson plan, a videotape of the implemented lesson and a questionnaire. A professional digital competence framework for teachers provided an analytical perspective via data analysis.FindingsThe results show that the teacher displayed digital competence in a synchronous collaborative learning environment in which she had time to reflect on the educational value of technology and appropriate teaching methods involving information and communication technologies. Certain elements of the studied case contributed to this performance, namely the cross-border context, the classroom setting and the collaborative Lesson Study methodology.Practical implicationsThe lesson study methodology facilitated the teacher's performance in the “Pedagogy and didactics” digital competence by enabling her to participate in planning and implementing a lesson that allowed all those who collaborated, including teachers and researchers, to reflect on teaching in a digital learning environment.Social implicationsThe cross-border context, which involved co-designing and implementing a lesson in two countries, allowed the teacher to display her “School in society” and “Ethics” competencies. This was achieved through connecting two classrooms with different languages and cultures digitally and synchronously, thereby providing students the opportunity to debate and participate in a global and local problem such as a country's responsibility for energy consumption.Originality/valueModern society requires the transformation of school practices, and new teaching approaches should include the provision of collaborative spaces that incorporate digital technologies. In this sense, this paper shows that cross-border lessons involving a synchronous learning environment offer a potential alternative, as digital teaching competence enables teachers to bring together different social and cultural groups virtually, thereby contributing to the reduction of social gaps and to the promotion of positive identity among less advantaged students.

Determining the efficacy of consolidating municipal electric utilities in Ontario, Canada

2019 ◽  
Vol 13 (2) ◽  
pp. 298-317
Author(s):  
Philip R. Walsh ◽  
Olalekan Ajibade
Keyword(s):  
Economies Of Scale ◽  
Detailed Examination ◽  
Content Type ◽  
Positive Effects ◽  
Electricity Rates ◽  
Efficiency Measures ◽  
Signed Rank ◽  
Service Efficiency ◽  
Before And After ◽  
The Cost

Purpose This paper aims to examine empirically if the encouragement by government policy of merger and acquisition activity involving municipal and provincially owned electricity distribution utilities (LDCs) in the Province of Ontario has had positive effects in terms of value creation, operating performance and economies of scale. Design/methodology/approach It was anticipated that with LDC consolidation, there will be increased operational efficiency and improvement in the cost-effectiveness of the merged electrical utility. Using matched pairs dependent t-testing and Wilcoxon signed-rank testing, the authors compared data for three years before and after the merger or acquisition of 16 municipal utilities (616 total observations) to determine if there were any statistically significant changes (positive or negative) in measures of financial, operational and service efficiency. Findings The findings indicate statistically significant increases in debt as a percentage of shareholder equity in post-merger/acquisition utilities and consequently leveraged higher returns on equity. However, there were no statistically significant changes in financial, operational or service efficiency measures (with the exception of decreased efficiency in telephone response). Research limitations/implications A total of 16 mergers or acquisitions were reviewed involving 32 of 79 LDCs, with the research implications pointing to a need for existing policy to be reviewed to determine whether a more detailed examination is required by the provincial energy regulator, including a closer examination of managerial motives, before approving mergers between municipal electricity distributors. This research involves only a quantitative approach and further research would examine these transactions using qualitative measures for a deeper examination as to managerial motives. Practical implications The results suggest that the mergers or acquisitions to date have served only to increase shareholder risk without improvement in other financial, operational or service efficiencies, a contradiction to the rationale behind the Province’s merger policy. Social implications The consolidation policy for Ontario LDCs has not resulted in any statistically significant improvement in electricity rates or service for consumers. Originality/value This paper is the first examination of the effects of Ontario’s LDC consolidation policy in terms of specific financial, operational and service efficiency measures.

Practicing lesson study in a Turkish education context

2019 ◽  
Vol 8 (1) ◽  
pp. 60-78
Author(s):  
Ferhan Karabuğa ◽  
Gülden Ilin
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Lesson Study ◽  
Collaborative Work ◽  
Content Type ◽  
Video Recordings ◽  
Efl Teachers ◽  
Before And After ◽  
Personal Reflections ◽  
Turkish Education

Purpose The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development. Design/methodology/approach The analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories. Findings The results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process. Originality/value This paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.

Significant themes in developing the theory and practice of lesson study

2016 ◽  
Vol 5 (4) ◽  
pp. 274-280 ◽  
Author(s):  
John Elliott
Keyword(s):  
Higher Education ◽  
Lesson Study ◽  
Growth And Development ◽  
Design Methodology ◽  
Teacher Research ◽  
Chief Editor ◽  
Theory And Practice ◽  
Methodological Issues ◽  
Content Type ◽  
Pedagogical Research

Purpose The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development. Design/methodology/approach The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon. Findings The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research. Originality/value This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.

Developing teachers’ mathematical-task knowledge and practice through lesson study

2018 ◽  
Vol 7 (2) ◽  
pp. 136-149 ◽  
Author(s):  
Krystal Barber
Keyword(s):  
Lesson Study ◽  
Participant Observation ◽  
Mathematical Tasks ◽  
Mathematical Task ◽  
Structured Interviews ◽  
Content Type ◽  
Task Knowledge ◽  
The Usa ◽  
Knowledge And Practice ◽  
High Level

Purpose The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning. Design/methodology/approach A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation. Findings This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks. Research limitations/implications This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study. Originality/value There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.

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