Online lesson study: virtual teaming in a new normal

Abstract

PurposeThe purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.Design/methodology/approachA theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.FindingsSetting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.Practical implicationsThe set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.Originality/valueThe original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

Digital technologies, online learning and lesson study

“…Together, the papers provide an international perspective from teachers and teacher educators on using online LS as an approach to PD. European contributions are from the Netherlands (Goei et al , 2021) and Malta (Calleja and Camilleri, 2021). Suh et al (2021) and Weaver et al (2021) present studies from a North American context, Hernández-Rodríguez et al (2021) from a Puerto Rico context.…”

“…Yet, Weaver et al (2021) examine how teacher educators from different areas/subjects collaborate in studying, planning, teaching and reflecting on a RL in social studies. Collaboration is a core element in LS, and the papers describe and discuss collaboration between teachers in primary schools and teacher educators/researchers (Huang et al ., 2021), between teachers in secondary schools and teacher educators/researchers (Calleja and Camilleri, 2021; Goei et al , 2021) and collaborations among preservice teachers, practicing teachers and teacher educators/researchers (Hernández-Rodríguez et al , 2021; Suh et al , 2021; Widjaja et al , 2021). The major contributions of these papers are synthesized as follows.…”

“…Online LS builds collegial understanding of classroom challenges and supports (Huang et al ., 2021; Weaver et al , 2021; Suh et al , 2021). At the same time, Goei et al (2021) report that due to shorter meeting times, the actual work was often divided and performed outside the meetings. This challenged lesson preparation as a joint product between the participants in the LS team.…”

The hullabaloo of schooling: the influence of school factors on the (dis)continuation of lesson study

“…Although these experts were available for consultation upon request after the LSPLN ended, they were no longer formally involved. In the Dutch model, the importance lies on connecting teachers' own knowledge to external knowledge (Goei et al 2021). External knowledge can come from another person (pedagogical expert) but can also come from books, articles, videos or any other source that proves new knowledge.…”

“…In this way, teacher continue to learn and continue to examine and understand student learning. The cyclic nature of lesson study is for example, seen as one of lesson study's five big ideas that capture the essentials in lesson study (Goei et al 2021 (De Vries, Verhoef, and Goei 2016). Phase 1, 2, 3,4 are all core phases of the Dutch model of lesson study (Wolthuis et al 2020b).…”