Pedagogical and learning theories and the improvement and development of lesson and learning studies

Abstract

Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this special issue, it is reported how theory and theoretical concepts can add value to lesson and learning study.Design/ The papers are presented thematically and the main issues brought up are discussed. FindingsTogether the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers' practical knowledge and knowledge about teachers' professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.Originality/value As a total, the collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

Implementing Learning Study in Developing Countries: Inhibiting Factors

“…As such, teachers continued to work in isolation as well as developed the sense of conservatism, and were interested in individual perfection rather than communal gain. Such a situation can be explained in terms of the fact that teachers realized that the theoretical premise was contradictive to the previously held beliefs (Runesson, 2015) that need to be unfolded. There were no ideas concerning how teachers could share particular knowledge in order to improve their comprehension as well as practical teaching capabilities.…”

“…Teachers thought once one becomes a qualified professional teacher, his or her profession assessment seizes. They forgot that professional learning is about experiencing differences (Marton, 2015;Runesson, 2015), and is an ongoing process that extends from initial teacher professional development to death. The teachers views were exemplified in following excerpt: I think it is not common to go in the class and observes someone teaching.…”

“…It is through sharing of experiences as well as learning from their practices, the individual teacher practical knowledge is enhanced (Elliot, 2007). Hence, collaborative TPD models such as action research (Elliott, 2007), lesson study (Stepanek et al, 2007), learning study (Keung, 2009;Pang, 2006), to mention a few; become essential means for enhancing teacher practical learning experiences (Runesson, 2015).…”

“…Collaboratively, teachers develop a lesson plan, teach and observe the lesson, collect data on student learning, and use their observations to refine their lesson (Marton and Pang, 2006;Pang, 2006;Stepanek et al, 2007). An effective Learning Study improves students learning by promoting high quality teachers" professional development (Pang & Ling, 2012;Runesson, 2015), among others.…”

“…In line with Marton and Lo (2007), it is a designed experiment aiming at making students as well as teachers" learning possible. Thus, lesson and learning studies are teacher directed that allow teachers as practitioners to learn from and their practices (Runesson, 2015), which culminates in improving students learning outcomes (Pang, 2006;Stepanek et al, 2007). Collaboratively, teachers develop a lesson plan, teach and observe the lesson, collect data on student learning, and use their observations to refine their lesson (Marton and Pang, 2006;Pang, 2006;Stepanek et al, 2007).…”