Enhancing teachers' relational competence: a teacher lesson study

2020 ◽  
Vol 9 (3) ◽  
pp. 203-219 ◽  
Author(s):  
Linda Plantin Ewe
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Methodological Approach ◽  
Collaborative Group ◽  
Post Intervention ◽  
Content Type ◽  
Relational Competence ◽  
Teacher Student ◽  
Teachers Professional Development ◽  
Relational Framework

PurposeThe purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.Design/methodology/approachParticipants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.FindingsThe majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.Research limitations/implicationsThe lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.Practical implicationsThe research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.Originality/valueThe study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.

Lesson Study in Kazakhstan: case study of benefits and barriers for teachers

2018 ◽  
Vol 7 (4) ◽  
pp. 250-262 ◽  
Author(s):  
Olga Khokhotva
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Lesson Study ◽  
Positive Impact ◽  
Complex Data ◽  
Policy Makers ◽  
Content Type ◽  
Starting Point ◽  
Teachers Professional Development

Purpose Shaped as an exploratory pilot case study, the purpose of this paper is threefold: to describe a case of how Lesson Study (LS) is implemented at a school in Kazakhstan; to identify if and in which ways teachers benefit from participating in LS and what barriers they encounter; and to discuss the possible implications for practice. Mainly, this research endeavors to produce knowledge that might serve as a base for further large-scale studies and interventions as well as inform policy makers and LS program developers and executors of the teachers’ perspective on the quality of assistance they require and, thus, stimulate reflection on the possible ways to overcome existing barriers. Design/methodology/approach This research adopts qualitative paradigm and utilizes a pilot exploratory case study framework (Gillham, 2000). The data were analyzed by means of what Thomas (2003) refers to as “general inductive approach” which “is intended to aid an understanding of meaning in complex data through the development of summary themes or categories from the raw data, i.e. data reduction” (p. 2). The data were analyzed as text and reduced by means of inductive coding. The text was read rigorously and systematically in order to identify emerging themes based on the recurrence of patterns (Thomas, 2003, p. 3). Findings LS is a growing phenomenon in Kazakhstan which, if systemically supported and organized properly based on the shared understanding, has a great potential to make a positive impact on teachers’ learning, knowledge sharing and collegiality as well as to become a powerful tool to help teachers overcome collaboratively the pressure of the nationwide reforms. It has profound potential to change teachers’ values and beliefs about the effective pedagogies applicable to students’ learning and developing skills, required in the twenty-first century. Research limitations/implications The research is limited by the chosen methodology since there is a wide criticism in the literature related to inability of single case studies to provide generalizable data (Yin, 1994 in Woodside, 2010, p. 249). Another limitation, as the literature puts it forward, is that case studies are biased by researcher’s perspective and tend to report what the researcher “wants to find” (Gillham, 2000, p.28 ); thus, in its core, case study is subjective. However, Gillham (2000) proposes how these problems could be addressed by means of what he calls following the principals of “researcher of integrity” who is “constantly challenging and scrutinizing” himself and “detached honesty,” which implies acknowledging your own place in the scheme of things and striving to “decentre from yourself” (p. 28). Thus, the researcher tried her best to comply with the mentioned above principals. Practical implications The findings within this research could be used by researchers as a starting point for in-depth studies, the case studies of Lesson Studies practices in specific schools or regions of Kazakhstan as well as by the policy makers and school leaders as a thought-provoking source on how to effectively structure teachers’ professional development in schools. Originality/value This paper is the first academic source to shed light on LS as a means to in-school teachers’ professional development in the context of Kazakhstan.

Sustaining Lesson Study in schools with positive peer leadership

2015 ◽  
Vol 4 (2) ◽  
pp. 140-154 ◽  
Author(s):  
Yuefeng Zhang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Lesson Study ◽  
Leadership Practices ◽  
School Leaders ◽  
Methodological Approach ◽  
Empirical Studies ◽  
Collaborative Action Research ◽  
Peer Leadership ◽  
Content Type

Purpose – Multi-cycle Learning Study and multi-cycle Lesson Study are the main collaborative action research approaches for teacher professional development in Hong Kong. The sustaining of these Lesson Study innovations may be inhibited by many challenges. The purpose of this paper is to identify the strategies school leaders utilized to overcome challenges and sustain Lesson Study innovations successfully in a Hong Kong primary school. Design/methodology/approach – In-depth case study was adopted as the methodological approach to explore how Lesson Study was implemented to improve teaching and learning in the school and what leadership practices were enacted to sustain Lesson Study in the case school. Findings – It was found that the leadership team under study had adopted positive peer leadership to successfully implement Lesson Study activities. The strategies of positive peer leadership will be discussed in detail. Research limitations/implications – The paper concludes with implications for sustaining school development and professional development with Lesson Study and a checklist of positive peer leadership practices for school leaders, teacher leaders and teacher trainers. Originality/value – This paper will enrich the understanding of successful leadership practices for sustaining Lesson Study innovations in schools, on which few empirical studies have been conducted.

How and what teachers learn from collaborative professional development

2017 ◽  
Vol 6 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Keith Wood ◽  
Halida Jaidin ◽  
Rosmawijah Jawawi ◽  
J.S.H.Q. Perera ◽  
Sallimah Salleh ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
Educational Outcome ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
The Face ◽  
Teachers Professional Development ◽  
Dimensions Of Variation

Purpose The purpose of this paper is to report on a study of teacher learning through participation in sustained collaborative subject-based professional development groups supported by a facilitator, using a model of teachers’ conceptions of teaching developed from phenomenography to identify what are the critical features of teaching that must be present if teachers are to learn, and using a variation theory of learning to explain how they learn. Design/methodology/approach The groups engaged in cycles of lesson study action research to improve the learning outcomes of their students. The authors intended to engage the teachers in an exploration of their own and their students’ experiences to understand the relationship between the enactment of the research lesson(s) and the educational outcome. The authors collected over 157 hours of video recorded teachers’ meetings involving 15 groups, 47 hours of follow-up interviews and 97 hours of lessons. In this paper the authors report on the progress of one of those groups. The authors analysed the transcripts to see what, if any, dimensions of variation were opened in discussion, affording the opportunity for learning. The authors sought the simultaneous juxtaposition, the bringing together, of threads that have entered the discussion that have the potential to open dimensions of variation – to add critical features to the “what” and “how” dimensions of teaching. Findings The authors identified necessary conditions for teacher learning through collaborative subject-based professional development groups. Any member of the group might bring this about. The facilitator or coach might be expected to perform this role in the group, and to sustain the group’s attention on the critical features of the object of learning. Practical implications The paper provides valuable insights into strategies to change teacher perspectives from a transmission oriented to a construction oriented view of teaching in the face of new and challenging curriculum demands. Originality/value In the work reported here the authors have used variation theory to design lesson study. This is rather different from a learning study where the teachers engaged in the study use variation theory to design their research lesson(s). It is a learning study of teachers’ professional development.

Contemporary trends in professional development of teachers: importance of recognising the context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Nawab ◽  
Kerry Bissaker ◽  
Al Karim Datoo
Keyword(s):  
Professional Development ◽  
Reform Initiatives ◽  
Content Type ◽  
Resource Information ◽  
Time Period ◽  
Uniform Model ◽  
Teachers Professional Development ◽  
Major Argument ◽  
Education Resource ◽  
Quality Professional Development

PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

scholarly journals The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan

2020 ◽  
pp. 1356336X2093295
Author(s):  
Seiichiro Kihara ◽  
Mike Jess ◽  
Paul McMillan ◽  
Kazuki Osedo ◽  
Kenji Kubo ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Significant Contribution ◽  
Physical Education Lesson ◽  
Study Experience ◽  
Teachers Professional Development ◽  
Generalist Teachers

This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the concerns that have long been voiced about primary physical education, particularly the nature of the professional development experiences of generalist primary class teachers. Contemporary approaches to teachers’ professional development, one of which is Lesson Study, are presented as having some potential in addressing these concerns as they are focused on teacher collaboration, autonomy and agency. Building on this background, the paper reports on a longitudinal physical education Lesson Study investigation that took place in one primary school in Japan: a country where Lesson Study has been a key feature of teachers’ professional development for more than a century. Working with 30 teachers over a three-year period, the findings highlight how the long-term, collaborative and situated nature of the Lesson Study experience helped create a positive context for the teachers’ professional development in physical education. Specifically, the findings reveal that the shared planning, observation and reflective experiences over time helped the teachers develop a more positive and detailed view of physical education. The paper concludes by proposing that Lesson Study, as a long-term, collaborative and situated endeavour, has the potential to foster productive developments in generalist teachers’ enactment of the primary physical education curriculum.

Lesson study: an exploration of its translation beyond Japan

2018 ◽  
Vol 7 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
English Language ◽  
Review Of The Literature ◽  
Content Type ◽  
Critical Components ◽  
The Uk

Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.

Using lesson study as an approach to developing teachers as researchers

2013 ◽  
Vol 3 (1) ◽  
pp. 11-23 ◽  
Author(s):  
David Hall
Keyword(s):  
School Leadership ◽  
Lesson Study ◽  
Leadership Teams ◽  
Relevant Research ◽  
Content Type ◽  
Powerful Research Tool ◽  
Set Up ◽  
Teachers Professional Development ◽  
Meaningful Research ◽  
Suitable Process

Purpose – The purpose of this paper is to report on how an academy used lesson study to engage teachers in research, presenting the journey undertaken from its conception through to the implementation of the model. It suggests that lesson study is a suitable process to engage teachers in meaningful research. It shows that lesson study allows teachers to focus on their own practice and on the learning of their students and it is ideal in bridging the gap between research and practice. It will also show that research is enhanced through lesson study because it brings teachers together to work in a collaborative way. Design/methodology/approach – The paper reports the intended and actual journey an academy took in planning and implementing lesson study across the academy. Findings – The paper provides an explanation on how a school can set up a model which engages its teachers in relevant research. It explains how lesson study can be used as a powerful research tool which helps teachers develop collaboration and investigative minds around their own practice and their own students. It also puts forward recommendations for a school that would seek to introduce lesson study to its staff. Originality/value – The paper provides an account for school leadership teams and those with responsibility for developing the practice of other teachers. It will be helpful in assisting schools who desire to strengthen or develop the time devoted to teachers’ professional development.

Pedagogical content knowledge of sustainability

2017 ◽  
Vol 18 (6) ◽  
pp. 841-856 ◽  
Author(s):  
Mandy Singer-Brodowski
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Methodological Approach ◽  
Learning Processes ◽  
Detailed Knowledge ◽  
Content Type ◽  
Pedagogical Content ◽  
Self Organized

Purpose This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators. Design/methodology/approach In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and organization meetings. Findings The results of the case study show that students’ learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability. Research limitations/implications The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars. Practical implications Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators’ pedagogical content knowledge. Originality/value The triangulation of qualitative data mainly served the investigation of students’ perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).

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