Lesson Study

Allan, David; Boorman, David; O’Doherty, Ella; Smalley, Paul

doi:10.4324/9781315143033-10

Cited by 3 publications

(1 citation statement)

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“…(Assistant Vice Principal, urban Secondary School) Involvement in ITE also allowed the teachers to experiment with new approaches to teaching. For example, the following teacher explained how student teachers worked in triads, in a way that was informed by Lesson Study [28]:…”

Section: Initial Teacher Education (Ite)mentioning

confidence: 99%

School-University Links for Evidence-Informed Practice

Cain

2019

Education Sciences

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A range of studies has identified barriers to evidence-informed practice in schools, many of which recommend school-university links as a means for removing these barriers. In England, public policy also promotes school-university partnerships, which expects these to have benefits for both schools and universities. Secondary analysis of data from five qualitative research projects reveals that school-university links are formed around activities, including postgraduate degrees, research projects and evaluations, Teacher Research projects, research dissemination conferences and seminars, Initial Teacher Education, research-informed Continuous Professional Development (CPD), and bidding for funding. Although, superficially, these activities might seem to enable more and better, evidence-informed practice in schools, school-university links are founded on activities that are declining, those that are short-term, and those that heavily rely on the enthusiasm of a few people. This paper concludes by offering suggestions for improving school-university links, so as to enable research to better inform practice.

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Section: Initial Teacher Education (Ite)mentioning

confidence: 99%

School-University Links for Evidence-Informed Practice

Cain

2019

Education Sciences

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East Meets West: Exploring the Challenges of Cross-Cultural Collaboration in Pedagogical Development

Allan

Pham

2020

Mentoring in Higher Education

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Lesson Study and the construction of capital: empowering children through dialogic engagement

et al. 2020

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This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers' pedagogical knowledge, and for shaping teaching practices that encourage children's engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers' perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu's notion of capital was used to conceptualise and analyse the impact on children. It is proposed that Lesson Study generates opportunities for teachers to explore relations of power through dialogue between teacher and child.

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Lesson Study

Cited by 3 publications

References 1 publication

School-University Links for Evidence-Informed Practice

School-University Links for Evidence-Informed Practice

East Meets West: Exploring the Challenges of Cross-Cultural Collaboration in Pedagogical Development

Lesson Study and the construction of capital: empowering children through dialogic engagement

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