Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Olga Khokhotva ◽  
Iciar Elexpuru-Albizuri
Keyword(s):  
Knowledge Creation ◽  
Lesson Study ◽  
Basque Country ◽  
Good Practice ◽  
Reflective Writing ◽  
Community Context ◽  
Action Research Project ◽  
Content Type ◽  
Record Keeping

PurposeThe paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”Design/methodology/approachThis qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.FindingsThe study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.Research limitations/implicationsThe study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.Originality/valueFirstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan

2019 ◽  
Vol 9 (2) ◽  
pp. 153-166 ◽  
Author(s):  
Olga Khokhotva ◽  
Iciar Elexpuru Albizuri
Keyword(s):  
Transformative Learning ◽  
Teacher Learning ◽  
Student Voice ◽  
Lesson Study ◽  
Teaching Practice ◽  
Educational Beliefs ◽  
Action Research Project ◽  
Content Type ◽  
Academic Literature

Purpose The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice. Design/methodology/approach The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction. Findings The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs. Research limitations/implications Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study. Originality/value Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.

Beginning a journey of knowledge management in a secondary school

2016 ◽  
Vol 20 (2) ◽  
pp. 364-385 ◽  
Author(s):  
Kai Wing Chu
Keyword(s):  
Knowledge Management ◽  
Secondary School ◽  
Knowledge Sharing ◽  
Knowledge Base ◽  
Lesson Study ◽  
Lessons Learned ◽  
Digital Archive ◽  
Case Study Methodology ◽  
Content Type

Purpose Despite the fact that schools should be places where learning occurs, most schools have overlooked the importance of knowledge. In contrast, commercial firms have recognized knowledge as a strategic intangible asset and a key resource of the enterprises. Therefore, enterprises have already harnessed knowledge to a great extent with wide practice of knowledge management (KM). The purpose of this paper is to show that KM could be applied to the education sector similar to the practice in the business world for leveraging intellectual assets. This paper examines how schools can kick off the process of KM implementation. This paper also reports what have been done and what should be done in KM implementation better in a school. This can give insights for schools which will try KM in near future. Design/methodology/approach The paper uses a case study in a secondary school to explore how KM can be kicked off and sustained in a school setting. A KM system called knowledge base and a document management system called Digital Archive were developed to serve as the infrastructure for knowledge sharing. Lesson study and communities of practice (CoPs) were adopted to be the platforms for knowledge sharing among teachers in the school. A case study of the processes and lesson learned was done in this paper. Multiple sources of data, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this paper, KM implementation was found to be effective through dual approaches: information-based and people-/interaction-based approaches. A knowledge base and a Digital Archive as knowledge repositories and lesson study and CoPs as platforms for knowledge sharing have been successfully established to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Challenges faced and the related coping strategies during the process of implementation were shared and reflected. It was also found that building sharing culture is the critical turning point of the process of KM implementation. Breaking through the barrier of sharing was found to be very essential to KM implementation. Research limitations/implications This paper adopts case study methodology to report the process of KM implementation in a school. Although these results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study will be a strong empirical evidence of research of KM implementation, especially in schools. Because of the limited number of prior studies and the importance of the pioneering work of launching KM implementation, this paper tries to address the research gap by using theory building from cases as a research strategy rather than theory testing research, especially in “how”and“why” in the steps of kicking off KM implementation in an unexplored research area. Practical implications This paper shows a case of KM implementation in a school with thoughtful procedures of implementing information-based and people-/interaction-based approaches. The paper is a showcase that will shed light on the processes and lessons learned and also helps to provide a model for schools who are interested in applying KM in their schools. Social implications Most people might think that KM can be applied only in commercial sector. This paper shows that KM can also be adopted in schools as well as other sectors. Originality/value This paper represents one of the pioneering work of implementing KM in a school. It hopes to make contributions for KM implementation also in the public sector within which are non-profit-making organizations.

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Stakeholders and opportunities of debt settlement as a values-based banking activity in Hungary

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zsuzsanna Győri ◽  
Borbála Benedek
Keyword(s):  
Research Question ◽  
Good Practice ◽  
Banking System ◽  
Financial Inclusion ◽  
Stressful Situation ◽  
Content Type ◽  
Main Research ◽  
The Poor ◽  
Lessons Learnt

Purpose The purpose of this paper is to discuss the stakeholders of debt settlement programmes in general and some lessons learnt from the most significant debt settlement programmes of recent years in Hungary. The study also presents a planned debt settlement programme in Hungary. The paper explores and details behaviours and motivations of different stakeholders in debt settlement in general and also with reference to a specific case study. As for its main research question, the paper seeks to identify the preconditions of a successful debt settlement programme with specially emphasis on the poor. Design/methodology/approach Data from semi-structured in-depth expert interviews, documents and former research papers were collected for identifying previous Hungarian debt settlement programmes and potential lessons learnt. After a general discussion, based on primary and secondary sources, a case study is presented to obtain a more comprehensive understanding of opportunities and challenges of debt settlement. Findings Six preconditions of successful debt settlement targeting the poor are identified. In the case study, the existence and relevance of these preconditions are tested: the main finding is that they all are important for solving the situations, so a partial solution is not sufficient. In the scope of the case study, more precisely within the planned innovative banking solution, the motivations of the bank and the coordinator NGO are identified. On the part of the bank, motivations for solving social problems (both as far as business and moral issues are concerned) are relevant, while – as for the other party – the situation of the debtor is important to understand so that opportunities of cooperation can be identified. In addition, as other stakeholders also influence the potentials of the programme, their cooperative attitude is also needed. Research limitations/implications Limitations consist in generalisation: the study presents some cases from one single country and finally it focuses only on one specific case in one specific social and economic context in Hungary. Having recognized this risk, the author opted for basing research questions on theory, documented the process in detail, and also used triangulation through applying a multiple data collection (interview, content analysis, literature review) method. Practical implications Besides presenting an academic understanding of the phenomena, the goal of the study is to contextualize and interpret the case, to help the realization of currently frozen initiatives and to promote similar future ones. Social implications Indebtedness is a stressful situation affecting families, smaller communities and broader society as well. The planned cooperation of BAGázs and MagNet tries to help people excluded from the banking system. So that a deeper debt trap can be avoided, the goal of this programme is to purchase, partially discharge and reschedule pre-accumulated debts of carefully selected people who have regular income and are willing to undertake bearable repayment. The idea is very innovative with literally no good practice to follow. The research seeks to clarify the pitfalls and opportunities to help the realization of the project and similar future ones. Originality/value A certain form of values-based banking concerns the financial inclusion of the poor, e.g. debt settlement. Nevertheless, over-indebtedness and the settlement of existing debts as well as the relevance of such issues to the financial inclusion are not emphasized enough in the literature or in practice. Besides presenting an academic understanding of the phenomena, the goal of the study is to contextualize and interpret the case, to help the realization of currently frozen initiatives and to promote similar future ones.

Factors influencing the implementation of electronic records and information management

2019 ◽  
Vol 30 (1) ◽  
pp. 81-99
Author(s):  
Azlan Long Abdullah ◽  
Zawiyah Mohammad Yusof ◽  
Umi Asma Mokhtar
Keyword(s):  
Content Analysis ◽  
Information Management ◽  
Military Service ◽  
Technology Development ◽  
Governance Structure ◽  
Electronic Records ◽  
Research Approach ◽  
Content Type ◽  
Record Keeping

Purpose The purpose of this paper is to explore, identify and gain insight into factors related to electronic records and information management (e-RIM) issues and their influence on the implementation of e-RIM initiative in military service in Malaysia. This exploration was conducted via a literature review and case study. Design/methodology/approach This study adopted a qualitative approach and used a case study involving two army departments in Malaysia. Interviews triangulated by document content analysis and observations were used for data collection. The data were analysed using a directional content analysis approach. Findings This study reveals that people, organizations, technology and processes are the interrelated contexts underlying e-RIM issues which inevitably influence the implementation of e-RIM initiatives. Competency and leadership, governance structure, culture and strategic planning, technology development and record-keeping process are the main factors impacting such efforts, in turn forming potential obstacles for organizations implementing such initiatives. Research limitations/implications The research approach and design adopted and the sample size were insufficient for generalization of the findings. Practical implications This study shows that e-RIM initiatives pose greater challenges related to various issues that cause difficulties in improving and implementing the initiative. Thus, it is crucial for organizations to ascertain and comprehend the factors that influence e-RIM initiatives prior to formulating strategies and approaches in addressing those factors, which would in turn affect the implementation of e-RIM initiatives. Originality/value This study provides insights into the fundamental factors embracing the e-RIM issues which influence the initiatives, and thereby fosters further discussion and research in the subject matter in Malaysia.

Overcoming trade logistics challenges: Asia-Pacific experiences

2015 ◽  
Vol 27 (3) ◽  
pp. 444-466 ◽  
Author(s):  
Ben Shepherd ◽  
Shintaro Hamanaka
Keyword(s):  
Design Methodology ◽  
Good Practice ◽  
Asia Pacific ◽  
Case Method ◽  
Policy Reforms ◽  
Case Study Method ◽  
Asia Pacific Region ◽  
Policy Makers ◽  
Content Type

Purpose – The purpose of this paper is to identify major challenges that Asia-Pacific policy makers face in drawing up international logistics policies, and to seek possible solutions to the problems. Design/methodology/approach – Case study method: the paper includes seven case studies that attempt to address various types of logistics challenges. The paper introduces both intra- and extra-regional examples of the ways in which those challenges have been overcome in particular contexts through concerted action by government and the private sector. Findings – There are a lot of interesting experiences of overcoming logistics challenges, both inside and outside the Asia-Pacific region. Good practice experiences can be replicated by other countries in the region. Originality/value – While there have been a lot of discussions on logistics policy reforms, this paper is one of the first attempts that clearly link challenges with concrete case experiences where those are overcome. The paper discusses very practical issues in an analytically sound manner, using case method.

scholarly journals Adult Support and Protection (Scotland) Act 2007: reflections on developing practice and present day challenges

2017 ◽  
Vol 19 (4) ◽  
pp. 187-198 ◽  
Author(s):  
Kathryn Mackay ◽  
Mary Notman
Keyword(s):  
Good Practice ◽  
Annual Reports ◽  
Content Type ◽  
Study Approach ◽  
Protection Orders ◽  
Legislative Framework ◽  
Potential Risks ◽  
Local Agencies ◽  
Adult Support

Purpose The purpose of this paper is to outline the duties and powers of the Adult Support and Protection (Scotland) Act (ASPSA) 2007 and place them in the wider Scottish adult protection legislative framework. It considers the potential value of a standalone adult safeguarding statute. Design/methodology/approach The authors draw upon their research and practice expertise to consider the merits of the ASPSA 2007. They take a case study approach to explore its implementation in one particular Scottish local authority, drawing on the qualitative and quantitative data contained in its annual reports. Findings Skilled, knowledgeable and well-supported practitioners are key to effective screening, investigations and intervention. Protection orders are being used as intended for a very small number of cases. Research limitations/implications The lack of national statistical reports means that there is limited scope for comparison between the local and national data. Practical implications Adult support and protection requires ongoing investment of time and leadership in councils and other local agencies to instigate and maintain good practice. Aspects that require further attention are self-neglect; capacity and consent and residents in care homes who pose potential risks to other residents and staff. Social implications ASPSA 2007 has helped to raise awareness of adults at risk of harm within the local communities and as social issue more generally. Originality/value The authors provide a critical appraisal of the implementation of Scottish adult safeguarding legislation over the last six years. They consider similar developments in England and Wales and argue for comparative research to test these out. Finally, they signpost future directions for bridging separate policy streams.

Towards a BIM-based approach for improving maintenance performance in IBS building projects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zul-Atfi Bin Ismail
Keyword(s):  
Decision Making ◽  
Good Practice ◽  
Maintenance Management ◽  
Strategic Decision ◽  
Building Information Modelling ◽  
Content Type ◽  
Information Modelling ◽  
Building Information ◽  
Conventional Methods

PurposeThe contemporary practice of conventional maintenance for industrialised building system (IBS) constructions suffers from poor service delivery and defect repetition. A key problem impeding the widespread adoption of emerging technologies is the lack of competent contractors to support the effectiveness of the technology implemented in conventional methods and to ensure returns on investment. The shortcomings of conventional methods are assessed from the perspective of IBS buildings. This paper aims to identify the different system approach using Building Information Modelling (BIM) technology that is equipped with decision making processes.Design/methodology/approachThis paper describes the establishment of key problem areas, the elements involved in implementing good practice and the requirements for integrating maintenance management processes and information databases in the maintenance management system.FindingsConventional methods have little emphasis on defect diagnosis tools. They also enhance inadequate strategic decision-making in the analysis of information when attempting to improve the maintenance project outcomes for IBS construction. The characteristics identified in a case study of IBS buildings are presented and analysed.Originality/valueThe conclusions and recommendations drawn from the analysis of the IBS case study are discussed, synthesised and deliberated upon. The approach presented in this paper integrates various aspects of building information modelling technology to facilitate improved execution of IBS maintenance activities.

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.

Cathay & Southwest: flying the flag of good practice in airline mergers

2015 ◽  
Vol 31 (8) ◽  
pp. 20-22 ◽  
Author(s):  
Reetesh Sharma ◽  
Mark Thomas
Keyword(s):  
Airline Industry ◽  
Large Scale ◽  
Good Practice ◽  
Aviation Industry ◽  
Content Type ◽  
Key Stakeholders ◽  
The Usa ◽  
Airline Mergers ◽  
Southwest Airlines

Purpose – This article highlights the essential factors to be considered for successful mergers and acquisitions (M & As) in the aviation industry. The article draws insights from the successful deals between Morris and Southwest Airlines as well as Cathay Pacific and Dragonair. Design/methodology/approach – The article is a case study of two successful mergers in the airline industry, one in the USA and one in Asia. Findings – M & As in the airline industry are loaded with difficulties. These include problems of brand identification, opposition from key stakeholders and the need of forming one coherent organisational culture. However, this does not mean that they are impossible. Two large-scale mergers have shown that successful mergers can occur in the industry. Originality/value – This article gives examples of two successful M & A deals from the aviation industry and shows the important factors to achieve this.

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