Messy collaboration: Learning from a Learning Study

Adamson, Bob; Walker, Elizabeth Anne

doi:10.1016/j.tate.2010.06.024

Cited by 52 publications

(25 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Two articles had a more explicit focus on what did not work (Adamson & Walker, 2011;Parks, 2008). Our article follows in this direction when we analyse a negative case where lesson study implementation in teacher education was not all successful.…”

Section: Lesson Studymentioning

confidence: 96%

Lesson study in teacher education: Learning from a challenging case

Bjuland

Mosvold

2015

Teaching and Teacher Education

View full text Add to dashboard Cite

Whereas most studies of lesson study in teacher education seem to report on success stories, this article investigates a negative case. From an implementation of lesson study in Norwegian teacher education, we analyse data from a mathematics group that struggled with their implementation.Analysis of data from group interviews, mentoring sessions and teaching the research lesson indicates that several crucial aspects of lesson study were missing. The student teachers did not formulate a research question for their research lesson, they did not focus on observing pupil learning, and their lesson was not organized to make pupil learning visible.Keywords: lesson study, teacher education, mathematics, negative case Highlights: We examine one group of student teachers that struggled with implementing lesson study. Four indicators of a negative case emerged from analysis of empirical data. Student teachers had little focus on observing pupils' learning. Individual work on tasks prohibited observations of pupils' learning. Analysis of a negative case can inform future implementations of lesson study in teacher education.

show abstract

Section: Lesson Studymentioning

confidence: 96%

Lesson study in teacher education: Learning from a challenging case

Bjuland

Mosvold

2015

Teaching and Teacher Education

View full text Add to dashboard Cite

show abstract

“…Each of these has their advantages and drawbacks, thus, it is in the facilitator's capacity to decide what format or combination is more suitable to achieve the desired outcomes of the programme. Similarly, when professional development projects are teacher initiated and are school-based, participants need to consider what they are familiar and comfortable with as they can choose from many different forms and means: teacher study groups (Clair, 1998), narrative inquiry (Johnson & Golombek, 2002;Clandinin & Connelly, 2000), exploratory practice (Allwright, 2003;Johnson & Golombek, 2002;Burns, 1999), cooperative development (Edge, 1992), or lesson study (Adamson & Walker, 2011). These can be formal or informal, small or large scale, subject specific or cross-curricular in their nature.…”

Section: Factors Influencing Language Teacher Developmentmentioning

confidence: 99%

School-Based Teacher Learning: A Reflective Approach

Kiss¹

2016

Jonus

View full text Add to dashboard Cite

show abstract

“…The theoretical framework is used to enhance the common language in the discussions, which underpin the iterative way in which the teachers plan, implement, and review the research lesson (Pang and Ling 2012). In a learning study, teachers investigate their students' learning difficulties and examine their teaching strategies in relation to the student learning outcomes, based on theoretical assumptions as a guiding principle (Adamson and Walker 2011). Learning study can be described as a form of action research (Cheng and Lo 2013) that has similarities to educational design research (McKenney and Reeves 2012).…”

Section: Models Developing Teachers' Communities Of Practicementioning

confidence: 99%

“…Learning study can be described as a form of action research (Cheng and Lo 2013) that has similarities to educational design research (McKenney and Reeves 2012). The primary focus of a learning study is an object of learning -what is supposed to be learned during the lesson -rather than an actual learning activity (Adamson and Walker 2011;Pang and Ling 2012). How the object of learning is framed during the lesson is studied by microanalysis to identify how teachers and students interact about the content.…”

Section: Models Developing Teachers' Communities Of Practicementioning

confidence: 99%

Teacher researchers creating communities of research practice by the use of a professional development approach

Holmqvist

Bergentoft

Selin

2017

Teacher Development

View full text Add to dashboard Cite

The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger's three boundary dimensions: engagement, imagination, and alignment. The results show that teachers' actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students' learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.

show abstract

Messy collaboration: Learning from a Learning Study

Cited by 52 publications

References 13 publications

Lesson study in teacher education: Learning from a challenging case

Lesson study in teacher education: Learning from a challenging case

School-Based Teacher Learning: A Reflective Approach

Teacher researchers creating communities of research practice by the use of a professional development approach

Contact Info

Product

Resources

About