Supporting teacher educators’ professional learning through lesson study

Abstract

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Establishing a lesson study collaboration matrix

“…In addition to this, avoidance can result from LS meetings being hard to schedule, reducing the collective learning potential. This can manifest in LS meetings ceasing to function with LS cycles being cut short (Mynott and Zimmatore, 2021;Schipper et al, 2021;Alwadi et al, 2020;Widjaja and Vale, 2020;Mynott, 2019).…”

“…Normalising or overlooking problems within practice can reduce the ability to learn from these issues and improve classroom practice. In addition to this, three other secure codes identified involve hidden group dynamics (Faerøyvik Karlson and Helgevold, 2019;Mynott, 2019;Pella, 2011), group members who are not keen to collaborate (Quaresma, 2020;Widjaja and Vale, 2020;Mynott, 2019) and LS which is not timetabled, leading to a lack of space and time for effective LS (Mynott and Zimmatore, 2021;Schipper et al, 2021;Ylonen and Norwich, 2013). Therefore, limited learning LS can result when group members do not fully acknowledge problems within their practice.…”

“…New knowledge or expertise can be developed and accessed using a knowledgeable other or through literature (Mynott and Zimmatore, 2021;Schipper et al, 2021;Mynott, 2019;Lee Bae et al, 2016), meaning that learning can be enhanced within the group shared experience, and through exposure to new ideas. Other secure codes are that collaboration is structural and supportive of learning through participatory methods (Mynott and Zimmatore, 2021;Schipper et al, 2021;Dudley, 2013;Pella, 2011), LS is given space to allow collaboration (across sites and spaces) Zimmatore, 2021: Schipper et al, 2021;Fox and Poultney, 2020;Mynott, 2019;Pella, 2011) and roles are defined and assigned to support collaboration (Mynott and Zimmatore, 2021;Schipper et al, 2021;Hall, 2013).…”

“…Three further secure codes identified; that teams generate and manage dissonance to support moments of potential participant learning (Bayram and Bikmaz, 2021;Aas, 2020;Mynott, 2019;Dudley, 2013;Pella, 2011), that there is an open forum allowing for divergent theory negotiation (Schipper et al, 2021;Ylonen and Norwich, 2013;Pella, 2011) and that the group pays attention to what it observes and elaborates on their thinking (Bayram and Bikmaz, 2021;Aas, 2020;Faerøyvik Karlsen and Helgevold, 2019;Ylonen and Norwich, 2013). When these factors of collaborative advantage are present, professional learning within the LS cycle can be enhanced.…”

“…The two secure codes are; that joint endeavour exists and the focus of work is "we" not "I" (Lewanowski-Breen et al, 2020;Mynott, 2019;Dudley, 2013) and that tools and focus points can support participants to generate feedback (Bayram and Bikmaz, 2021;Aas, 2020;Soto et al, 2014;Dudley, 2013). The insecure codes suggests that LS acts as a way of revealing collaborations that already exist within an organisation or school (Schipper et al, 2021; Establishing lesson study collaboration matrix Lewanowski-Breen et al, 2020) and LS enables participants to take risks (Skott and Møller, 2017;Ylonen and Norwich, 2013). Therefore, learning opportunities can be improved when participants are aware of opportunities for collaboration and where experimentation and risk-taking is supported.…”