Between lethal and local adaptation: Lesson study as an organizational routine

Wolthuis, Fenna; Veen, Klaas van; Vries, Siebrich de; Hubers, Mireille Desirée

doi:10.1016/j.ijer.2020.101534

Cited by 41 publications

(59 citation statements)

References 32 publications

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“…However, studies investigating the sustainability of such professional development initiatives have shown thin or even disappointing results. This is not only the case for professional development for science and technology education, but for all types of professional development (Van Veen et al 2010), including data use (Hubers et al 2017) and lesson study (Wolthuis et al 2020).…”

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confidence: 99%

“…After engaging in professional development initiatives, teachers often make only superficial changes in their teaching behaviours or revert to their 'old' ways entirely after funding and support for their professional development are withdrawn (e.g., Coburn 2004, Hubers et al 2017, McLaughlin and Mitra 2001, Spillane 2000, Wolthuis et al 2020. Even when teachers try to continue innovating their teaching behaviour, there is a heightened risk of misuse and 'lethal mutations', thereby endangering the quality of the education they provide (McLaughlin andMitra 2001, Hubers et al 2017).…”

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confidence: 99%

“…However, as teachers' professional development remains to be seen as one of the most important driving factors for improved science and technology education (Osborne andDillon 2008, Wilson 2013) it is important to determine whether such programmes live up to this expectation. Such insights help us understand why professional development programmes do or do not lead to the desired on-the-ground responses and actions in educational practice (e.g., Coburn 2004, Hubers et al 2017, McLaughlin and Mitra 2001, Spillane 2000, Wolthuis et al 2020. From a practical point of view, such information is critical for refining a professional development programme, optimising its effectiveness, and making an informed decision on whether it is worth a continued investment of effort and resources (Coburn andTurner 2011, Hubers 2016).…”

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Effective characteristics of professional development programs for science and technology education

Hubers

Endedijk

Veen

2020

Professional Development in Education

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Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from four professional development programmes for science and technology education were collected and analysed and interviews were held with principal investigators who were involved in the design of these programmes and with educators who worked with these programmes. The characteristics duration and coherence with context appeared to be fully addressed in respectively two and one programmes. The other characteristics were incorporated to a limited extent or not at all. Overall, the present study illustrated the apparent challenges in designing professional development programmes. ARTICLE HISTORY

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Effective characteristics of professional development programs for science and technology education

Hubers

Endedijk

Veen

2020

Professional Development in Education

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“…Examining PD through the lens of organisational routines concentrates on what actually happens regarding the initiative (Spillane 2012). It focuses attention on how new initiatives are created, maintained, and developed in schools (Wolthuis et al 2020b).…”

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confidence: 99%

“…Lesson study is an innovative PD initiative that requires schools to re-examine their existing organisational structures and work on reforming their context to support it (Akiba & Wilkinson, 2016). That is, lesson study can support teacher and student learning in various contexts (Cajkler et al 2015;Lewis and Perry 2017), but in practice, it is often short-lived or simplified (Akiba 2016;Wolthuis et al 2020b). In this regard, lesson study mirrors the challenges of other PD initiatives with effective design features: while they can potentially support teacher and student learning, these types of innovative PD initiatives are difficult to sustain in schools (Hargreaves and Goodson 2006;Hubers et al 2017).…”

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confidence: 99%

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

Wolthuis

Hubers

Veen

et al. 2021

Research Papers in Education

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This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un) planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools' ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

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Dealing with the Complexity of Adaptive Teaching through Collaborative Teacher Professional Development

Schipper

Goei

Vries

2023

Effective Teaching Around the World

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This chapter focuses on the challenges that teachers face in today’s heterogeneous classrooms when it comes to addressing students’ educational needs. By means of a conceptual discussion about this topic, relating to recent empirical studies in this field, we discuss whether teachers’ adaptive teaching behavior could be promoted through professional development approaches – such as Lesson Study – that focus explicitly on students’ learning. Taking students’ learning as a starting point in collaborative and classroom-based professional development approaches, one could expect that teachers gain more awareness of the variety of their students’ educational needs which, in turn, may lead to teachers better addressing these needs in classroom settings. It is argued that through such a cyclical and inquiry-based way of working, teachers may start to feel more competent and able to address the learning needs of students, leading to increasingly adaptive teaching practices. However, despite promising results in the literature, there is still much debate on the evidence of how Lesson Study influences adaptive teaching behavior in favor of all students and how this, in turn, impacts student learning. A “local proof route” to testing the effectiveness of Lesson Study might offer suitable directions.

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Between lethal and local adaptation: Lesson study as an organizational routine

Cited by 41 publications

References 32 publications

Effective characteristics of professional development programs for science and technology education

Effective characteristics of professional development programs for science and technology education

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

Dealing with the Complexity of Adaptive Teaching through Collaborative Teacher Professional Development

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