From experienced to professional practitioners: a participatory lesson study approach to strengthen and sustain English language teaching and leadership

Al-Wadi, Hasan Mohsen; Mohamed, Naashia; Wilson, Aaron

doi:10.1108/ijlls-10-2019-0072

Cited by 7 publications

(14 citation statements)

References 32 publications

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“…Both LS and CLS have proved effective for promoting teachers' PD. Their positive effects include increased teaching knowledge (Lewis and Hurd, 2011), improved teacher beliefs (Khokhotva and Albizuri, 2020), enhanced teaching practice (Angelini and Alvarez, 2018), cognitive, emotional and social development (Alwadi et al, 2020), enhanced learner outcomes (Lin, 2020) and mediated curriculum implementation and innovation (Goh and Fang, 2017). However, studies investigating the role of CLS in language subjects are limited in number (Fang and Wang, 2021).…”

Section: Chinese Lesson Study As An Effective Pd Strategymentioning

confidence: 99%

Facilitating EFL teachers’ professional development through CLS of English literature instruction

Zhang

Luo

2022

IJLLS

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PurposeAgainst the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.Design/methodology/approachThis study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis.FindingsThe results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development.Originality/valueThis study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.

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Section: Chinese Lesson Study As An Effective Pd Strategymentioning

confidence: 99%

Facilitating EFL teachers’ professional development through CLS of English literature instruction

Zhang

Luo

2022

IJLLS

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“…LS cycles can be blighted when individual participant power can overrule the wishes of the collective group (very secure code) (Alwadi et al, 2020;Quaresma, 2020;Mynott, 2019;Skott and Møller, 2017;Cajkler and Wood, 2015;Dudley, 2013;Hall, 2013). This "authoritative participation" (Skott and Møller, 2017) can lead to circumstances where groups agree to prevent group conflict, hindering group learning.…”

Section: Resonances By Outcomesmentioning

confidence: 99%

“…In addition to this, avoidance can result from LS meetings being hard to schedule, reducing the collective learning potential. This can manifest in LS meetings ceasing to function with LS cycles being cut short (Mynott and Zimmatore, 2021;Schipper et al, 2021;Alwadi et al, 2020;Widjaja and Vale, 2020;Mynott, 2019).…”

Section: Resonances By Outcomesmentioning

confidence: 99%

“…Affirmation and ego-protection are common features within LS which can impact the effectiveness of LS, by reducing discussion dissonance (very secure code) (Alwadi et al, 2020;Faerøyvik Karlsen and Helgevold, 2019;Mynott, 2019;Saito and Sato, 2012). Whilst, on the surface, reducing dissonance sounds like a positive way to reduce group friction for individual participants, this can lead to avoidance of conflict, and hinder deeper, richer learning.…”

Section: Resonances By Outcomesmentioning

confidence: 99%

“…6.2 Outcome 1: avoidant LS (collaborative advantage) 6.2.1 Meta. Only one insecure collaborative advantage code was identified within avoidant LS; that unity within a LS group leads to organisational unity (Alwadi et al, 2020;Dudley, 2013). This unity can function as a collaborative advantage, where staff are encouraged to discuss research lessons by focussing on the positive learning of pupils and the strengths of the lesson.…”

Section: Resonances By Outcomesmentioning

confidence: 99%

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Establishing a lesson study collaboration matrix

Mynott

O'Reilly

2022

IJLLS

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PurposeLesson study (LS) is a collaborative form of action research. Collaboration is central to LS methodology, therefore exploring and expanding the understanding of the collaborative features that occur in LS is a priority. This paper explores the features of collaboration in existing publications on LS to consider if, as Quaresma (2020) notes, collaboration is simplistically referred to within LS research.Design/methodology/approachUtilising a qualitative review of LS literature to explore LS collaboration through Mynott's (2019) outcome model and Huxham and Vangen's (2005) theory of collaborative advantage and inertia. 396 publications using “lesson study” and “collaboration” as key words were considered and reviewed, with 26 articles further analysed and coded, generating a collaborative feature matrix.FindingsWhile collaboration in LS is referred to generically in the articles analysed, the authors found examples where collaboration is considered at a meta, meso and micro level (Lemon and Salmons, 2021), and a balance between collaborative advantage and inertia. However, only a small proportion of LS publications discuss collaboration in depth and, while the matrix will support future research, more focus needs to be given to how collaboration functions within LS.Originality/valueThrough answering Robutti et al.'s (2016) question about what can be learnt from the existing LS research studies on collaboration, this paper builds on Mynott's (2019) outcome model by providing a detailed matrix of collaborative features that can be found in LS work. This matrix has applications beyond the paper for use by facilitators, leaders of LS, and researchers to explore their LS collaborations through improved understanding of collaboration.

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Research-practice partnerships in lesson and learning studies: a review from Asian experiences

Wei

Huang

2022

Asia Pacific Journal of Education

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From experienced to professional practitioners: a participatory lesson study approach to strengthen and sustain English language teaching and leadership

Cited by 7 publications

References 32 publications

Facilitating EFL teachers’ professional development through CLS of English literature instruction

Facilitating EFL teachers’ professional development through CLS of English literature instruction

Establishing a lesson study collaboration matrix

Research-practice partnerships in lesson and learning studies: a review from Asian experiences

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