Lesson study as a vehicle for improving SEND teachers’ teaching skills

Holmqvist, Mona

doi:10.1108/ijlls-05-2020-0022

Cited by 12 publications

(19 citation statements)

References 29 publications

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“…Empirical evidence has shown that the main difficulties concerning the operationalisation of an inclusive school culture have referred, in recent years, to the adequate training and preparation of the teacher and preservice teachers, both for the common class and for specialists (Watkins, 2012;European Agency for Special Needs and Inclusive Education, 2014;Ibe-Unesco, 2016;Simón et al, 2018;Botes et al, 2020), the need for changes in pedagogical practices (Aas, 2020;Holmqvist, 2020;Norwich et al, 2021), and, consequently, the educational process, which generally has sought to focus on students with different disabilities and special needs, rather than explore their full potential (Florian, 2019;Aas, 2020;Schlünzen et al, 2020). In addition, there is a body of research demonstrating that barriers to inclusion also include the lack of adaptation in the physical and architectural structure of the environment and accessibility in different aspects, especially the technological one (Almaiah et al, 2020;Beaunoyer et al, 2020;Dhawan, 2020;Leifler, 2020;Kim et al, 2021), and school leaders´ lack of knowledge about how to implement the aspects included in public policies (Schlünzen et al, 2020).…”

Section: Inclusive Education and The Ccm Approachmentioning

confidence: 99%

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

Fluminhan¹,

Castro²,

Schlünzen³

et al. 2022

vjshr

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Quality provision of inclusion is directly impacted by the extent to which inclusive teaching practices are provided in inclusive educational settings. Besides exploring the contemporary concept of inclusion, this paper addresses the international research literature on Lesson Study (LS) for inclusive settings and investigates the Constructionist, Contextualized and Meaningful (CCM) approach by Schlünzen et al. (2020) as a possible fit to create enhanced conditions for inclusive education in tandem with LS. Findings showed that international experiential studies using LS for improving inclusion shared similar nature with the CCM approach regarding the collaboration amongst teachers for effective professional learning and the centrality of the students' voices to improve and transform teaching practices towards inclusion. Finally, the study suggests that the articulated use of LS and the CCM approach might ignite more effective inclusive teaching practices whilst providing an education that promotes all learning, and meets the needs of all students in inclusive educational settings. This study also indicates further avenues for empirical research to deepen the understanding of how the LS movement and the CCM approach integrated to teaching and learning can impact education in different cultures.

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Section: Inclusive Education and The Ccm Approachmentioning

confidence: 99%

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

Fluminhan¹,

Castro²,

Schlünzen³

et al. 2022

vjshr

View full text Add to dashboard Cite

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“…Studies for sustainability are also in line with the keyword in LS, namely "continuous improvement" (Babcock et al, 2011;Hunter & Back, 2011). However, in LS the collaboration and networking aspects are the main things (Holmqvist, 2020;Lomibao, 2016;Stokes et al, 2020;Takahashi, 2014;Takahashi & McDougal, 2016). Especially for networking, Nurwidodo et al (2018) recommends the following "In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required.…”

Section: Figure 2 Kite Diagram Of Lslc Program In Batu Citymentioning

confidence: 99%

Sustainability of Lesson Study on The Lesson Study for Learning Community (LSLC) Program in Batu City East Java Province

Budiyanto

Rahardjanto

Hadi

et al. 2021

JERE

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LSLC was an innovative learning program. Much research has been done regarding the implementation of LSLC, but few have focused on its sustainability. This study aimed to discover the sustainability of LSLC in Batu City. This study was a quasi-research using multivariate multidimensional scaling analysis. The population used was all the piloting LS schools and LSLC experts from universities. The results obtained present a good result on the development side of students’ cognitive, affective, and psychomotor domains. Good development was revealed in the dimensions of pedagogic, competence, and commitment. In the subsidy and socio-cultural dimensions, shows unfavorable results and requires serious attention. It can be concluded that the sustainability of LSLC requires special attention to several dimensions. Therefore, various studies that can be focused on that dimension need to be done, so that the right model/solution can be found to ensure the sustainability.

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“…One of the new ways to use Lesson Study is to work in teams as teacher educators, where the participants in this activity are teachers and not students or students in a normal school environment. (Holmqvist, 2020). Lesson Study aims to create a more positive learning situation.…”

Section: Application Of Lesson Studymentioning

confidence: 99%

Principal's Program in Improving Teacher Performance During the Covid-19 Pandemic

Zakianti

Niswanto

2021

JSMP

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This study aims to describe the principal's program in improving teacher performance during the Covid-19 pandemic at SD T. Nyak Arif Fatih Bilingual School, Banda Aceh. This type of research uses a qualitative approach. Data collection techniques through observation, interviews and documentation. The data analysis used in qualitative research is carried out interactively and takes place continuously until it is complete. Activities in data analysis, namely data reduction, presentation, drawing conclusions and verification. The results of the study concluded that: First, improving teacher performance during the Covid-19 pandemic by implementing a learning application training program to support the online learning process. This training is carried out regularly until the teachers are proficient in running the application. Second, the application of Lesson Study. Lesson Study is an assessment activity carried out by teachers/lecturers together and continuously to test and improve the effectiveness of learning and form a learning community. With Lesson Study, it is hoped that teachers will be more active and share knowledge with each other to support the learning process during the COVID-19 pandemic. Third, the application of the hybrid learning method program. Hybrid Learning is a learning method in which there is a combination of face-to-face learning in the classroom and coupled with offline and online learning using computers. The application of the hybrid learning method in the Covid-19 pandemic era is very helpful for students who are self-isolation, to be able to feel learning like in a classroom but in a different place by being integrated by technology. Through programs run by school principals during the pandemic in improving teacher performance so that it can run as expected and be able to give birth to quality next generation. To be able to feel learning like in a classroom but in a different place by being integrated by technology. Through programs run by school principals during the pandemic in improving teacher performance so that it can run as expected and be able to give birth to quality next generation. To be able to feel learning like in a classroom but in a different place by being integrated by technology. Through programs run by school principals during the pandemic in improving teacher performance so that it can run as expected and be able to give birth to quality next generation.

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Lesson study as a vehicle for improving SEND teachers’ teaching skills

Cited by 12 publications

References 29 publications

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

ARTICULAÇÃO ENTRE A ABORDAGEM CCM E O LESSON STUDY: desenvolvimento profissional docente promissor para uma educação inclusiva

Sustainability of Lesson Study on The Lesson Study for Learning Community (LSLC) Program in Batu City East Java Province

Principal's Program in Improving Teacher Performance During the Covid-19 Pandemic

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