Teacher professional learning through lesson study: teachers' reflections

Fox, Alison; Poultney, Val

doi:10.1108/ijlls-03-2020-0011

Cited by 10 publications

(16 citation statements)

References 38 publications

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“…This may link to the literature being written by LS leaders rather than participants (Skott and Møller, 2017). Micro codes are less common, suggesting the individual perspective is considered less within the literature (Fox and Poultney, 2020; Skott and Møller, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Avoidant cultures play a large role in the failure of LS cycles; where members of staff are unavailable or unwilling to take part (Fox and Poultney, 2020;Widjaja and Vale, 2020;Mynott, 2019). In addition to this, inertia can result from poorly defined LS cycles which do not focus on learning (very secure code) (Bayram and Bikmaz, 2021;Lewanowski-Breen et al, 2020;Quaresma, 2020;Widjaja and Vale, 2020;Mynott, 2019;Kusanagi, 2013) and avoidance in organisational culture where groups are unable to "overcome the culture of nice" and…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…New knowledge or expertise can be developed and accessed using a knowledgeable other or through literature (Mynott and Zimmatore, 2021;Schipper et al, 2021;Mynott, 2019;Lee Bae et al, 2016), meaning that learning can be enhanced within the group shared experience, and through exposure to new ideas. Other secure codes are that collaboration is structural and supportive of learning through participatory methods (Mynott and Zimmatore, 2021;Schipper et al, 2021;Dudley, 2013;Pella, 2011), LS is given space to allow collaboration (across sites and spaces) Zimmatore, 2021: Schipper et al, 2021;Fox and Poultney, 2020;Mynott, 2019;Pella, 2011) and roles are defined and assigned to support collaboration (Mynott and Zimmatore, 2021;Schipper et al, 2021;Hall, 2013).…”

Section: Outcome 3: Limited Learning Ls (Collaborative Inertia)mentioning

confidence: 99%

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Establishing a lesson study collaboration matrix

Mynott

O'Reilly

2022

IJLLS

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PurposeLesson study (LS) is a collaborative form of action research. Collaboration is central to LS methodology, therefore exploring and expanding the understanding of the collaborative features that occur in LS is a priority. This paper explores the features of collaboration in existing publications on LS to consider if, as Quaresma (2020) notes, collaboration is simplistically referred to within LS research.Design/methodology/approachUtilising a qualitative review of LS literature to explore LS collaboration through Mynott's (2019) outcome model and Huxham and Vangen's (2005) theory of collaborative advantage and inertia. 396 publications using “lesson study” and “collaboration” as key words were considered and reviewed, with 26 articles further analysed and coded, generating a collaborative feature matrix.FindingsWhile collaboration in LS is referred to generically in the articles analysed, the authors found examples where collaboration is considered at a meta, meso and micro level (Lemon and Salmons, 2021), and a balance between collaborative advantage and inertia. However, only a small proportion of LS publications discuss collaboration in depth and, while the matrix will support future research, more focus needs to be given to how collaboration functions within LS.Originality/valueThrough answering Robutti et al.'s (2016) question about what can be learnt from the existing LS research studies on collaboration, this paper builds on Mynott's (2019) outcome model by providing a detailed matrix of collaborative features that can be found in LS work. This matrix has applications beyond the paper for use by facilitators, leaders of LS, and researchers to explore their LS collaborations through improved understanding of collaboration.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Outcome 3: Limited Learning Ls (Collaborative Inertia)mentioning

confidence: 99%

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Establishing a lesson study collaboration matrix

Mynott

O'Reilly

2022

IJLLS

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“…Entre los múltiples ejemplos para impulsar la colaboración, aparece el caso de Japón, que tiene un sistema de comunidades de práctica, vinculado al estrategia que se ha denominado "Lesson study", donde los docentes planifican juntos y posteriormente desarrollan y analizan su enseñanza de form colaborativa. Los docentes visitan a sus pares, y las actividades de intercambio se centran en lograr que las buenas prácticas sean conocidas por el colectivo docente (Barber y Mourshed, 2007;Fox y Poultney, 2020).…”

Section: El Aprendizaje Horizontal: Colaboración E Intercambiounclassified

Formación Inicial del Profesorado: Modelo Actual y Llaves para el Cambio

Vaillant¹,

García²

2021

REICE

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En este artículo presenta las tendencias innovadoras en materia de formación inicial docente. El análisis se basa en referencias fundamentadas acumuladas por los autores en trabajos previos mediante una metodología cualitativa que orienta la revisión de la literatura a través de categorías apriorísticas de análisis. Hoy somos testigos del agotamiento del modelo de formación inicial docente frente a los retos planteados por las dos primeras décadas del siglo XXI. La literatura reconoce dos áreas primordiales en las que se puede reconocer la ‘emergencia’ de un modelo innovador. Por un lado, los cambios en la estructura y la organización de la formación y por otro la transformación del modelo pedagógico que da sustento a los programas de preparación inicial del profesorado. El trabajo que se comparte focaliza en los modelos pedagógicos y profundiza en casos de ruptura con el paradigma tradicional. Los antecedentes examinados se organizan en cuatro procesos innovadores que permitirían la mejora de la formación docente: la integración y la interdisciplinaridad basada en prácticas-clave; la consideración del aspecto emocional de la docencia; la promoción de la colaboración e intercambio y la valorización de los aprendizajes informales y de los procesos de autoformación.

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