Lesson Study development in England: from school networks to national policy

Dudley, Peter

doi:10.1108/20468251211179722

Cited by 89 publications

(80 citation statements)

References 15 publications

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“…The interest and popularity of Lesson Study continues to grow and be embraced by the teaching community as a mechanism for shaping pedagogy and practice (Stigler and Hiebert, 1999;Lee, 2008;Dudley, 2012;Cheung and Wong, 2014). Whilst previous studies evidence the global variation in the engagement of lesson study methods, a common format prevails, consisting of a cyclical process of planning, observation, reflection and revision, concentrating on learners and also the most effective way to teach particular topics.…”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Lamb

Aldous

2016

International Journal for Lesson and Learning Studies

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Abstract:Purpose: A priority for initial teacher education is the development of reflection by pre-service teachers in preparation for transition towards qualified teacher status. Whilst much literature exists on the practice of reflection, little attention has been placed on understanding and developing the processes that inform this practice. Drawing upon the concepts of Strong Structuration Theory, this paper draws attention to the role Lesson Study can play in developing pre-service teachers' processes of reflexivity whilst enhancing their reflective practice.Methodology: Participants were two cohorts of Secondary Physical Education pre-service teachers (n=40), completing a Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when pre-service teacher dyads engaged in cycles of Lesson Study. Data obtained through group discussion boards, questionnaires, group and individual interviews, was subjected to inductive analysis, comparing key patterns to locate themes.Findings: Drawing upon illustrations collated when exploring the enhancement of their reflective practice, the findings illustrate how pre-service teachers (agents-in-focus) were able to pre-reflectively and critically draw upon embodied dispositions and practices to engage with the external structural elements of their training programme. Such interactions enabled them to demonstrate enhanced forms of active agency and knowledge, developing practices beyond traditional support structures of the training programme. Originality and Implications for practice:In drawing upon these illustrations, this paper explores how the application of Strong Structuration Theory further enhances understanding of the underlying reflexive processes that shape pre-service teacher's interaction with the structures of initial teacher education. Furthermore, it draws attention to the part Lesson Study can play in developing creative, confident and reflective pedagogy by pre-service teachers. In doing so this paper contributes to the growing body of literature that illuminates how Lesson Study may enhance the experiences and professional development of preservice teachers.

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Section: Introductionmentioning

confidence: 99%

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Lamb

Aldous

2016

International Journal for Lesson and Learning Studies

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“…The environment of his school was completely different to mine, in the sense of facilities, equipment, size of the department, types of pupils and how his overall department worked. (Q1, 1: female PST) Collaboration with colleagues via cross-school Lesson Study is endorsed by Dudley (2012), allowing for a re-contextualisation of new experiences with dispositions already acquired from within their own school culture. Responding to such complexities can also prove beneficial when undertaking job applications (Lamb et al 2013).…”

Section: Embedding Reflective Practicementioning

confidence: 99%

Peer-learning between pre-service teachers: embracing Lesson Study

Lamb

2015

International Journal for Lesson and Learning Studies

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Peer-learning between pre-service teachers: embracing Lesson Study 1 AbstractPurpose: This research explored a model of Lesson Study owned entirely by preservice teachers (PSTs), conveying its potential to facilitate mutual spaces of learning between peers beyond formal hierarchical relationships with expert teachers. Fuller's (1969) conceptual framework of teacher development informed the study, consisting of self, task and impact 'phases of concern'. Methodology: Participants were Secondary Physical Education PSTs (n=17), completing a university-led Postgraduate Certificate in Education course (PGCE). Action research methodology was adopted during school placements, when PSTs engaged in Lesson Study with peers. Data obtained through a group discussion board, individual questionnaires and interviews, was subjected to inductive analysis, with key patterns compared to locate themes.Findings: All PSTs felt Lesson Study contributed positively to their training, reinforcing perceived benefits of cycles of action for planning, observing a lesson, reviewing and adapting the plan before re-teaching the revised plan. Findings reveal increased confidence in reducing self and task concerns through four emergent themes: acquiring content and pedagogical knowledge; developing the planning process; understanding individual learners' needs; and embedding reflective practice. Mutually supportive peer-learning environments created pedagogic space beyond formal mentoring processes, augmenting learning to teach and the understanding of learners' needs. Implications for practice:

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“…The National College for School Leadership (2013) has also begun to promote the use of lesson study, arguing that it impacts positively on teacher learning and student outcomes. Consequently, we were puzzled to find that there have been relatively few studies of lesson study in the United Kingdom, with the exception of a small number of papers Norwich 2012, Norwich andYlonen 2013;Tall 2008;Dudley 2012aDudley , 2012b). Ylonen and Norwich (2012) focused on the efficacy of teachers using lesson study with a series of lessons over two terms for students with moderate learning difficulties in a secondary school.…”

mentioning

confidence: 99%

Lesson study as a vehicle for collaborative teacher learning in a secondary school

Cajkler

Wood

Norton

et al. 2014

Professional Development in Education

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Lesson study is recommended to schools as a powerful approach to the development of teacher learning. This paper reports the outcomes of a 'Lesson Study' project conducted in a Mathematics department with four serving teachers in a secondary school in England. Using Dudley's lesson study framework and, drawing on Hargreaves and Fullan's notion of professional capital, the feasibility and value of collaborative lesson study as a vehicle for the development of teacher learning was explored. Planning and evaluation meetings as well as end-of-project interviews were analysed to investigate how teachers planned research lessons together and how these were evaluated. Despite time constraints, teachers who engaged in lesson study reported that the process improved understanding of their students, that collaboration helped them to develop less-teacher-centred approaches and created a stronger sense of teacher community. The project demonstrated that lesson study has potential as an alternative or complementary model of teachers' learning, but it also throws up substantive organisational challenges if its use is to expand.

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Lesson Study development in England: from school networks to national policy

Cited by 89 publications

References 15 publications

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education

Peer-learning between pre-service teachers: embracing Lesson Study

Lesson study as a vehicle for collaborative teacher learning in a secondary school

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