Abstract• Purpose -A structured review of literature on Lesson Study (LS) in initial teacher education (ITE) was conducted. The focus was on how learning and observation were discussed in studies of LS in ITE.• Design -Each national team (in Norway and England) undertook independent searches of published peer-reviewed articles. The resulting articles were then combined, screened and collaboratively reviewed, the focus being on two areas of enquiry: 1) How learning is represented and discussed;2) The extent to which observation is described and used to capture evidence of learning.• Findings -The literature review indicated that there was no universally held understanding of, or explanation for, the process of observation, how it should be conducted, and who or what should be the principal focus of attention. There was also a lack of clarity in the definition of learning and the use of learning theory to support these observations.• Research limitations -This study was limited to a review of a selection of peerreviewed journal articles, published in English. It arrives at some tentative conclusions, but its scope could have been broadened to include more articles and other types of published material e.g. theses and book chapters.• Practical implications -Research that investigates the use of LS in ITE needs to be more explicit about how learning is defined and observed. Furthermore, LS research papers need to assure greater clarity and transparency about how observations are conducted in their studies. 2• Originality/Value -This literature review suggests that discussion of both learning and observation in ITE lesson study research papers should be strengthened. The review highlights three principal challenges that ITE LS researchers should consider: a) how to prepare student-teachers to observe (professional noticing being a promising option), b) the wide variation in the focus of classroom observation in ITE lesson studies c) discussion of what is understood by learning needs to stand at the heart of preparation for lesson studies in ITE.

This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.

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I boken Professional Capital – Transforming Teaching in Every School sier Hargraves og Fullan: “Sustainable improvement can […] never be done to or even for teachers. It can only ever be achieved by and with them (2012:45). Dette sitatet fra Hargraves og Fullan angir forskningsinnretningen i dette utviklingsprosjektet. Formålet er å studere hvordan lærere involveres, engasjeres og lærer i innovasjoner i Jærskulen. Forskningsinteressen er sentrert om utviklingsaktiviteter som er satt i verk og hvordan disse relateres til lærernes profesjonsutvikling. Basert på innspill fra utviklingsleder i Jærskulen, Mats Bryne, er prosjektet konsentrert om fire innovasjoner i jærskolesamarbeidet: - Lokal skoleutvikling med utgangspunkt i skolenes valgte utviklingsområder - Gjennomføring i videregående opplæring - Profesjonsutvikling i samspill, medskaping i samarbeid med Utdanningsforbundet - Læringsteknologi i undervisningen Felles for de fire delprosjektene er at de rapporterer om engasjerte lærere som deltar i ulike innovasjonsprosesser, lokalt på de enkelte skolene og i nettverkssamarbeid mellom skoler. I så måte synes målsettingen om at «Jærskulen har eit godt læringsmiljø med god kultur for læring» – også å gjelde for lærerne. Samtidig peker delprosjektene på utfordringer og konstruktive veier for videreutvikling av innovasjonene. Studien av lokal skoleutvikling presenteres i kapittel 1. Denne er utført av Anne Nevøy og Lars Helle og har fått tittelen «Skolenes utviklingsplaner og lærerprofesjonen». Christina Finne og Stein Erik Ohna står bak studien av «Gjennomføring i videregående skole», og denne presenteres i kapittel 2. Utforskingen av «Profesjonsutvikling i samspill» - har fått undertittelen «Utdanningsforbundet og Jærskulen ‘At det er en prosess i det hele’. Nina Helgevold og Kåre Andreas Folkvord har gjennomført studien og denne presenteres i kapittel 3. Kapittel 4 handler om læringsteknologi i undervisningen. Denne studien er utført av Jorunn Thortveit og Hans Erik Bugge, og har fått tittelen «Ipad i Jærskulen».