Examining teachers' learning through a project-based learning lesson study: a case study in China

Abstract

PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

Analysis and Dissolution of Potential Contradictions in Thematic Lessons from a Cultural-Historical Activity Theory Perspective

“…Along with rapidly iterating curriculum standards and emerging pedagogical ideas, coupled with closer interactions, discussions, and seminars between university researchers and frontline teachers, various LSs are taking place in regular teaching in Chinese elementary and secondary schools (e.g., [15,29]. Chinese pedagogical research activities are dedicated to producing high-quality, exquisite lessons (jingpin lessons, in Chinese), and thus LS often involves an iterative cycle of study, design, formulation, reflection, and refinement [11,29] and usually requires intellectual support from academic and practical experts to build such exquisite lessons [13]. This LS paradigm, dedicated to promoting teachers' sustainable professional development, has been proven to build teachers' willingness and capacity to continuously improve their teaching design, refine their teaching practices [26], and positively impact the enhancement of K-12 school instruction [15,30].…”

“…Lesson study (LS) has been noticed by educators in different cultures when designing and implementing innovative or emerging pedagogical approaches due to its working mode being cyclical, progressive, constantly refined, and iterative, and the advantage of collaborative participation of multiple groups, including researchers and teachers, as well as assembling collective intelligence (e.g., [8][9][10][11]). Notably, existing LSs seem to have concentrated more on teachers' sustainable development during such collaborative research activities (e.g., [12][13][14][15]), with less attention paid to student learning in the implemented lessons [16].…”