Case studies of lesson and learning study in initial teacher education programmes

Lamb, Penny; Ko, Po Yuk

doi:10.1108/ijlls-02-2016-0005

Cited by 18 publications

(14 citation statements)

References 20 publications

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“…Lesson study is a reflective and collaborative activity that combine practice and theory, promote a deep look of students’ thinking as well as of curricular guidelines and research results on the relevant issue and this is important both for practicing and prospective teachers. However, given the nature of the national policies of prospective teacher education, and the usual scarcity of time and resources available, their use in this process is rather problematic (Lamb and Ko, 2016). For all those involved in the preparation of secondary school prospective mathematics teachers and interested in exploring the potential of lesson studies, the questions that are relevant are: Are lesson studies suitable to introduce in their preparation?…”

Section: Introductionmentioning

confidence: 99%

Lesson studies in initial mathematics teacher education

Ponte

2017

IJLLS

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Purpose-The purpose of this paper is to review the research concerning the use of lesson studies in the education of secondary school prospective mathematics teachers. It discusses the adaptations made on the designs, the aims and outcomes established, the processes used, and the needed improvements in the experiences reported so far. Design/methodology/approach-The scientific studies reviewed were identified in a Google search, using the key words "lesson study", "mathematics", and "secondary." The identified material was recorded in a database and the themes for the analysis cover the planning, execution, and reflection phases of a formative process. Findings-The paper identifies the several pending issues regarding the use of lesson studies in prospective teacher education such as defining the aims, establishing the relationships among participants, scaling, and adapting lesson studies for the particular purpose of educating future teachers. Research limitations/implications-At a practical level, this review suggests that lesson studies in pre-service teacher education must have a clear formative aim. It also shows that many formats are possible and must be chosen according to the specific conditions. In addition, it suggests the need for research regarding the definition of the aims, the working relationships established among participants, the problem of scale, and the problem of adaptation or simplification. Originality/value-The paper identifies the key issues in the design of lesson studies in initial teacher education. It argues that besides signaling the positive outcomes, more critical (or selfcritical) investigations are needed, e.g. using external researchers as "critical friends", which address their difficulties, limitations, and drawbacks in a more thorough way.

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Section: Introductionmentioning

confidence: 99%

Lesson studies in initial mathematics teacher education

Ponte

2017

IJLLS

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“…Similarly, Ko (2011) drew attention to how variation theory does not explicitly suggest any pedagogical methods or teaching materials that could be directly utilized by the teachers. Taken together, these studies allude to the need for simplification/modification of learning processes that constitutes an important consideration for adapting LS in ITE (Lamb and Ko, 2016).…”

Section: Ijlls 71mentioning

confidence: 93%

Learning study is “hard”: case of pre-service biology teachers in British Columbia

Tan

2018

IJLLS

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Purpose The purpose of this paper is to describe a pilot learning study (LS) comprising of three biology pre-service teachers (PSTs) in British Columbia, which took place during an initial teacher education (ITE) course and school-based practicum. The study explored PSTs’ learning experiences, and identified conditions that supported and challenged their engagement with the LS discourse. Design/methodology/approach Drawing from a variety of methods including teacher semi-structured interviews and reflective entries, the PSTs’ experiences of teaching and reflection were described and themes were constructed; course assignments, classroom materials, meeting notes and fieldnotes served triangulation purposes. Variation theory framed the LS and analysis of this case study. Findings Findings highlight how the PSTs developed comfort with the tension of making mistakes that supported their interpretation of classroom pedagogy and refining of instructional strategies. As the study alluded to how LS is “hard,” the PSTs demonstrated how positive experiences in the course-based cycle sustained their pursuit of learning despite challenges faced in the school-based practicum. Research limitations/implications This small-scale study has limited generalizability. Practical implications Exposing PSTs to a variety of “mistakes” in ITE and to approach them not merely as ontological objects of pedagogical shortcomings are discussed together with factors that promoted teacher learning. Originality/value This study contributes to literature exploring the organization of LS within ITE, as situated in educational contexts where LS is unfamiliar and organizational structures are not readily in place to fully support its implementation.

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“…The fifth is to improve the ability of teachers in designing learning activities, such as: mastering the material, planning, implementing, and utilizing learning tools such as media, materials, and learning resources as well as evaluating the learning activities. In addition, lesson study can improve the quality of lesson plan including its components, such as teaching materials, teaching objectives, and learning strategies (Bowe & Gore, 2016;Lamb and Po Yuk Ko, Lamb, & Ko, 2016;Marble, Kamen, Naizer, & Weinburgh, 2016;Olsen, 2016;Pennington & Richards, 2016;Stigler & Hiebert, 2016). Another benefit of lesson study is to help the teachers to observe and criticize learning and to help the teachers to focus on its assistance on students' activities (Cerbin & Kopp, 2006).…”

Section: Discussionmentioning

confidence: 99%

The Practice of Lesson Study Model in Teaching Writing Report Text

Djumingin

2017

EduLearn

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This study aimed at testing the effective use of the lesson study model to write report text from the observation performed by students at Junior High School level. This research was an experimental study with the posttest only control group design. The sampling technique was purposive sampling. The data were collected through test and observation. The results showed that the lesson study model is sufficient to be applied to write report text of observation for the Junior High School students. It is proven by the data that the value of tcalc= 16.087 > value of t table = 1.67 on α 0.05 and degree of freedom=58.

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Case studies of lesson and learning study in initial teacher education programmes

Cited by 18 publications

References 20 publications

Lesson studies in initial mathematics teacher education

Lesson studies in initial mathematics teacher education

Learning study is “hard”: case of pre-service biology teachers in British Columbia

The Practice of Lesson Study Model in Teaching Writing Report Text

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