Learning to Teach through Lesson Study

Marble, Stephen

doi:10.1080/01626620.2006.10463422

Cited by 44 publications

(46 citation statements)

References 4 publications

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“…Whilst the insights of PSTs learning to teach Physical Education expands the existing portfolio of lesson study literature, most notably in subjects such as Maths (Burroughs & Luebeck, 2010;Fernandez, 2010;Gurl, 2011;Lewis et al, 2009;Lewis et al, 2013;Parks, 2008;Puchner & Taylor, 2006), Science (Lewis & Tsuchida, 1997;Lim et. al., 2011;Marble, 2006;Marble, 2007;Ono & Ferreira, 2010) and primary/early childhood programmes (Chassels & Melville, 2009;Simms & Walsh, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Further highlighted benefits by previous studies include engaging in professional conversations with experienced teachers about the 'big ideas' relating to their subject pedagogy and the overarching curriculum (Gurl, 2011), exploring pedagogy in more depth (Cajkler et al, 2013) and supporting improvements in teaching through the proactive learning of mistakes (Marble, 2006). Importantly, Lesson Study allows PSTs to meaningfully engage with inquiry into teaching (Chassels & Melville, 2009;Marble, 2006) and by engaging in action research, learn through the evaluation of cycles of planning, delivery, reflection and refinement (Cheng, 2014). In contrast, reported challenges include: insufficient authentic time to collaborate (Chassels & Melville, 2009) and the logistics of immersing fully in all phases of the lesson study (Burroughs & Luebeck, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…al, 2013;Marble, 2006) and principles of teaching (Simms & Walsh, 2009). Reported benefits of lesson study for PSTs include the impact on professional growth, facilitated through the establishment of professional learning communities (Chassels & Melville, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Peer-learning between pre-service teachers: embracing Lesson Study

Lamb

2015

International Journal for Lesson and Learning Studies

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Peer-learning between pre-service teachers: embracing Lesson Study 1 AbstractPurpose: This research explored a model of Lesson Study owned entirely by preservice teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller's (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact 'phases of concern'. Methodology: Participants were Secondary Physical Education PSTs (n=17), completing a university-led Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, was subjected to inductive analysis, with key patterns compared to locate themes.Findings: All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners' needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners' needs. Implications for practice:

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer-learning between pre-service teachers: embracing Lesson Study

Lamb

2015

International Journal for Lesson and Learning Studies

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“…These studies originate from Japan and generally involve small groups of teachers from the same grade level, content area, or both. Lesson studies provide a modality for articulating teachers' uncertainties, decision making, and reflective processes (Marble, 2006;Lewis, Perry, & Murata, 2006). They are a form of participatory teacher research with clear objectives to be achieved and data to be collected for critical analyses in a cyclic process.…”

Section: Insights Into Teacher Knowledge and Professional Developmentmentioning

confidence: 99%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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The aim of this paper is to provide insights into nine primary school teachers' concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils' views of the subject, and (iii) to develop teachers' subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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“…Due to its collaborative nature and evidence-based lesson analysis, Lesson and Learning Study have become an integral part in initial teaching training programmes (Cohan and Honigsfeld, 2006;Davies and Dunnill, 2008;Fernandez and Robinson, 2006;Ko, 2012;Marble, 2006Marble, , 2007Parks, 2008Parks, , 2009Sims and Walsh, 2009) in many places, providing preservice teachers a platform to experiment and improve their lesson design in authentic classroom settings. Indeed, "adaptions of 'formal' Lesson Study have been credited with having a positive impact on preservice teacher education" (Gurl, 2011, p. 523).…”

Section: Introductionmentioning

confidence: 99%

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

Lamb

Ko²

2016

International Journal for Lesson and Learning Studies

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Purpose -The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes. Design/methodology/approach -The guest editors present each of the papers and introduce key themes and concepts. Findings -The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers. Originality/value -The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.

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Learning to Teach through Lesson Study

Cited by 44 publications

References 4 publications

Peer-learning between pre-service teachers: embracing Lesson Study

Peer-learning between pre-service teachers: embracing Lesson Study

Primary school teachers’ concerns and needs in biology and mathematics teaching

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

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