A recent development of phenomenography, variation theory, is illustrated using a video recorded case of learning. From a variation theory perspective, to learn is to be aware of critical aspects of what is learned. The way we experience or understand something depends on what aspects we are aware of and can discern simultaneously. The possibility for the learner to discern and focus on these aspects is critical for learning. But we can only discern an aspect if we experience a variation in that aspect. Thus the possibility of experiencing variation in critical aspects is a necessary condition for learning. Variation theory is proposed to be a powerful means for describing and revealing conditions critical for learning in a pedagogical setting.
Purpose -It has been proposed that lesson study creates joint and sharable knowledge products in terms of lesson plans that could be used and developed by other teachers in other school contexts (Morris and Hiebert). The purpose of this paper is to report on a study with the aim of examining how such a knowledge product produced in a Hong Kong school could be communicated and appropriated by a group of Swedish teachers. Design/methodology/approach -A report from a successful Learning Study -a revised version of lesson study, based on a theoretical framework of learning -was brought to a group of three teachers. On the basis of this report, they planned and conducted two lessons in their own classes. The analysis draws on data from three of six video recorded lessons and was framed within a variation theory perspective. The focus of the analysis was on the object of learning. Findings -It was found that the Swedish teachers used the documented Hong Kong lessons as a resource. They adapted the insights gained by the Hong Kong teachers to the specific group of learners and other conditions in the Swedish context. Originality/value -The article is a contribution to the discussion about teachers as knowledge producers (c.f. Stenhouse).
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.
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