Teacher change through Lesson Study collaboration

2018 ◽  
Vol 7 (4) ◽  
pp. 263-276 ◽  
Author(s):  
Geethamali Samaranayake ◽  
Kirthi Premadasa ◽  
Rajee Amarasinghe ◽  
Khyam Paneru
Keyword(s):  
Professional Development ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Teacher Change ◽  
Lesson Study ◽  
Attitudes And Beliefs ◽  
School Teachers ◽  
Content Type ◽  
Positive Effects ◽  
Under Performing

Purpose The purpose of this paper is to measure teacher change in attitudes and beliefs among college teachers and school teachers who participated in Lesson Study projects. The authors investigate the answers to the question “Does the collective design of a single lesson contribute to noteworthy and lasting teacher change and student achievement?” Design/methodology/approach The authors surveyed a group of college and school teachers on several aspects central to the Lesson Study mission. The authors performed a formal statistical analysis of the survey results. The authors also utilized the analysis of student performance data of the same group of schoolteachers. These teachers come from a school district in the western USA and conducted Lesson Study as professional development. Findings The findings show significant and lasting change in attitudes and beliefs of teachers as a result of their Lesson Study experience. In addition, evidence suggests a strong connection between collaboration and teacher change. The authors also present evidence of the noteworthy influence that teachers who participated in Lesson Study had on a historically under-performing student population. Practical implications The findings show evidence of lasting and beneficial effects of teacher collaboration. The authors believe that our research is appealing to a vast audience and should inspire teachers toward collaboration. Originality/value The study contributes to the growing body of research on professional development of teachers by demonstrating the positive effects of Lesson Study on teachers in both college and school environments.

scholarly journals Digital tools to support teacher professional development in lesson studies: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Stefan Hrastinski
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Digital Tools ◽  
Journal Articles ◽  
Content Type ◽  
Teacher Professional ◽  
Support Teacher ◽  
Practical Implications

PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.

scholarly journals Teacher professional learning through lesson study: teachers' reflections

2020 ◽  
Vol 9 (4) ◽  
pp. 397-412
Author(s):  
Alison Fox ◽  
Val Poultney
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Student Performance ◽  
Professional Learning ◽  
Lesson Study ◽  
Content Type ◽  
Teacher Reflections ◽  
Teacher Professional ◽  
Development Literature ◽  
Subject Departments

PurposeThis study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers' engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers.Design/methodology/approachThis study applies an analytic approach to evidencing teacher learning, based on the work of Knud Illeris, offering this as a methodological contribution to the field of professional development literature.FindingsFindings reveal that, despite all the teachers developing a passion for learning through LS, there are constraints on its sustainability and impact which can be attributed to the teachers' broader contexts and which affected them differently. The constraints centre on tensions between priorities and agendas within and beyond the school, related largely to budgets and visions of staff development.Research limitations/implicationsThis focused study on two subject departments engaging in LS limits its generalisability in terms of findings. However, the study offers a practical research application of a model of learning for analysis of teacher reflections on collaborative learning experiences.Originality/valueUnderstanding individual teacher reflections on LS experiences is under-represented in the literature, in particular studies providing insights into conditions conducive and constraining to JPD.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

Digital technologies, online learning and lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rongjin Huang ◽  
Nina Helgevold ◽  
Jean Lang
Keyword(s):  
Online Learning ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Scale Up ◽  
Extended Period ◽  
International Perspective ◽  
Future Research ◽  
Content Type ◽  
Equity Issues ◽  
Positive Effects

PurposeFinding ways in which technology can be used to modify, strengthen, scale up and sustain lesson study (LS) is an emerging field of research. It has become even more important due to a pandemic leading to teacher and student learning being delivered online. The purpose of this paper is to present research findings about experiences of online LS and identify issues for further research.Design/methodology/approachA systematic search of articles from 2010 to 2020 identified 13 relevant papers, and through analysis, some major themes were identified. All papers in the special issue were synthesized from the lens of the identified themes; finally, further directions are discussed.FindingsIn general, various online LS models were found to have features that resulted in positive effects on teaching and learning, but, whilst several characteristics of effective online learning were identified, some studies also highlighted issues.Research limitations/implicationsThere is a need for larger scale projects over an extended period to assess the effectiveness of online LS. Future research focused on carrying out learning study online as well as consideration of equity issues associated with online LS are also suggested.Originality/valueThe studies presented in this issue address the opportunities and challenges of conducting online LS during a pandemic and beyond. Together, the literature review and contributory papers provide an international perspective of using online LS and identify important issues for further research.

scholarly journals The potential of Lesson Study in primary physical education: Messages from a longitudinal study in Japan

2020 ◽  
pp. 1356336X2093295
Author(s):  
Seiichiro Kihara ◽  
Mike Jess ◽  
Paul McMillan ◽  
Kazuki Osedo ◽  
Kenji Kubo ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Teacher Collaboration ◽  
Lesson Study ◽  
Significant Contribution ◽  
Physical Education Lesson ◽  
Study Experience ◽  
Teachers Professional Development ◽  
Generalist Teachers

This paper presents the view that Lesson Study has the potential to make a significant contribution to future developments in primary physical education. To set the paper in context, we explore the concerns that have long been voiced about primary physical education, particularly the nature of the professional development experiences of generalist primary class teachers. Contemporary approaches to teachers’ professional development, one of which is Lesson Study, are presented as having some potential in addressing these concerns as they are focused on teacher collaboration, autonomy and agency. Building on this background, the paper reports on a longitudinal physical education Lesson Study investigation that took place in one primary school in Japan: a country where Lesson Study has been a key feature of teachers’ professional development for more than a century. Working with 30 teachers over a three-year period, the findings highlight how the long-term, collaborative and situated nature of the Lesson Study experience helped create a positive context for the teachers’ professional development in physical education. Specifically, the findings reveal that the shared planning, observation and reflective experiences over time helped the teachers develop a more positive and detailed view of physical education. The paper concludes by proposing that Lesson Study, as a long-term, collaborative and situated endeavour, has the potential to foster productive developments in generalist teachers’ enactment of the primary physical education curriculum.

Lesson study: an exploration of its translation beyond Japan

2018 ◽  
Vol 7 (3) ◽  
pp. 217-229 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
English Language ◽  
Review Of The Literature ◽  
Content Type ◽  
Critical Components ◽  
The Uk

Purpose The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model. Design/methodology/approach A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS. Findings The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations. Research limitations/implications The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice. Practical implications The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking. Originality/value Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.

Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guoyuan Sang ◽  
Jun Zhou ◽  
Abdulghani Muthanna
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Qualitative Case Study ◽  
Process Analysis ◽  
Learning Experiences ◽  
School Teachers ◽  
Case Study Methodology ◽  
Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

Teacher change through cognitive conflicts: the case of an art lesson study

2020 ◽  
Vol 9 (4) ◽  
pp. 383-395
Author(s):  
James Calleja ◽  
Laura Formosa
Keyword(s):  
Professional Learning ◽  
Teacher Change ◽  
Lesson Study ◽  
Lesson Plan ◽  
Collaborative Work ◽  
Cognitive Conflict ◽  
Effective Teacher ◽  
Art Teacher ◽  
Content Type ◽  
Study Process

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

Practicing lesson study in a Turkish education context

2019 ◽  
Vol 8 (1) ◽  
pp. 60-78
Author(s):  
Ferhan Karabuğa ◽  
Gülden Ilin
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Lesson Study ◽  
Collaborative Work ◽  
Content Type ◽  
Video Recordings ◽  
Efl Teachers ◽  
Before And After ◽  
Personal Reflections ◽  
Turkish Education

Purpose The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish education context by considering the challenges faced and observed by the EFL teachers, their suggestions to design a process like LS practice and benefits that LS practice could provide them in terms of teaching and professional development. Design/methodology/approach The analysis is based on the data from five EFL teachers’ collaborative work in an arrangement of lesson and learning study and from the researcher’s observations during meetings and discussions throughout the process. The data consist of interviews with participant teachers (pre and post), video recordings of the teacher workshops, field notes of the researcher and video recordings of the research lessons. The analysis was carried out through content analysis beginning with listing the responses of participants, identifying the frequency of citations, collecting similar responses under a common category to determine the categories and at last placing codes into the related categories. Findings The results show that the teachers had some concerns about LS practice both before and after practicing the model in the study context. They stated their concerns mostly about time, increasing responsibility and effort, being a demanding process. However, the practice seemed to meet their expectations, lead to improvements in knowledge, teaching practices and perspectives, contribute to the personal and professional development of teachers and triggered enthusiasm and a desire for students to participate actively in learning process. Originality/value This paper serves as an explicit example of LS practice with its plus and minuses in a Turkish education context as teachers’ views and the researcher’s personal reflections in the current study can guide the process of change and provide evidence and practical suggestions on the feasibility of the program for the ones attempting to experience it. Besides, the teachers’ perceptions and suggestions regarding LS practice in the present study can enable other teachers, organizers of professional development programs and the researchers an opportunity to lead future practices.

Tailoring professional development for teachers in primary education

2015 ◽  
Vol 30 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Béatrice I.J.M. Van der Heijden ◽  
Tinka C. V. Van Vuuren ◽  
Dorien T.A.M. Kooij ◽  
Annet H. de Lange
Keyword(s):  
Professional Development ◽  
Work Engagement ◽  
Empirical Work ◽  
Individual Development ◽  
Teaching Staff ◽  
Content Type ◽  
Positive Effects ◽  
Perceived Employability ◽  
Starting Point ◽  
Developmental Opportunities

Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach – Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings. Findings – A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones. Research limitations/implications – The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications – The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications – Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff. Originality/value – This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.

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