Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics

Abstract

evidence of 'supportive moves' in interactions suggest that a form of dialogic space is necessary if all teachers in a Lesson Study group are to learn from shared understandings about future teaching and learning needs.

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

“…To examine how analyzing students' work while addressing mathematical problems enables teachers' changes in pedagogical intentions, Warwick et al (2016) developed a framework for analyzing dialogic processes during postlesson debriefing in LS. The data was taken from a large research project that aimed to implement LS in the context of the introduction of a New National Curriculum for Mathematics in England.…”

Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community

“…In contrast to the analytical interest in 'correlation', the 'sociocultural' approach is interested in the mediating function of teacher talk in teacher learning (Warwick et al 2016;Dudley 2013;Cajkler et al 2013). Although this approach might involve some quantitative measures, it is qualitive by nature which aims to develop a nuanced understanding of Vygotsky's sociocultural theory of mediation, and more specifically how talk mediates thinking.…”

How does lesson study improve mathematics instruction?

“…Unlike the idea that instruction improves simply by creating and sharing better lesson plans, the focus on knowledge recognizes that educators need particular knowledge to use instructional materials well. These articles illuminate how knowledge is built through lesson study-for example, through the careful study of curriculum and standards (Fujii 2016), the attention to discourse features that support teachers' learning from one another (Warwick et al 2016), and the attention to school-based structures to support teachers' knowledge development (Takahashi and McDougal 2016).…”

“…To achieve ongoing knowledge development, it may be essential to look carefully at the means to develop teachers' dispositions to learn from practice, such as ability to learn from student thinking (Bruce et al 2016), to ask "why" in instructional planning (Takahashi and McDougal 2016), and to focus on student understanding and not only observable outcomes (Groves et al 2016). To achieve knowledge spread, it may be essential to look at the impact on professional community, including how facilitators can balance the goal of professional community with the goal of instructional knowledge development (Lewis 2016), how to use a school research theme and knowledge-sharing structures to build professional community (Takahashi and McDougal 2016), and discourse features that emphasize building on each other's ideas and provision of evidence (Warwick et al 2016).…”