Professional learning of teachers through a lesson study process in England

Abstract

PurposeThis paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed.Design/methodology/approachThe paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory.FindingsThe teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process.Originality/valueThe paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.

Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

“…The remainder used their professional/craft knowledge only and/or some more general research knowledge. Interviews with teachers who only used professional/craft knowledge in their LSs, suggests that they found this knowledge adequate for their LS use (Ylonen & Norwich, ).…”

“…Pedagogy adopted : The kinds of pedagogy adopted in the research lessons were identified from analysis of the planning of the research lessons in terms of a scheme (see Table for details), which arose from a fuller analysis of pedagogic approaches used in phase 1 LSs (see Ylonen & Norwich, ).…”

“…As a methodology it has similarities to a realistic evaluation (RE) methodological approach that also recognises context as critical to the operation of processes (mechanisms) that result in various outcomes (Pawson & Tilley, ). It was an RE approach that informed the design of a LS process questionnaire, which was used as a data source in this study (see Ylonen & Norwich, for further details). Realistic evaluation aims to link three distinct broad aspects of an intervention or programme: its context, mechanisms and outcomes (C–M–Os) by constructing a process or programme theory that explains what processes (mechanisms) under what conditions (contexts) result in what outcomes.…”

“…Therefore issues about timetabling in LS meetings, finding teaching cover and general support of senior teachers have been found to be factors that can support or hinder the smooth running of the LS process. Our research findings from the Lesson Study–moderate learning difficulty (MLD) project have come to similar conclusions (see Norwich & Ylonen, ; Ylonen & Norwich, ), while also showing that some teachers had to put in extra time beyond their usual work time and that in some schools, despite the funding for their release from regular teaching, the funds were not used as expected. So, where contextual factors were supportive, teachers experienced LS as leading to positive outcomes, but, in other schools the timetable and management did not enable LS to operate optimally.…”

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

“…It is done to ensure mutual respect, and it established between the participants, especially in the evaluations, which are used to solve learning difficulties found in the classroom. The LS activity has been proven to improve teachers' professionalism (Ylonen & Norwich, 2013). The results of the preliminary observation showed that teachers mostly dominated the learning process.…”