Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

Abstract

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

Digital technologies, online learning and lesson study

“…Additionally, the very important feature of online LS is the use of a variety of digital tools in the different phases or steps of LS. Calleja and Camilleri (2021) observe that their online LS model mirrors face-to-face LS but extends teachers' learning through the adaptation of technology.…”

“…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.…”

“…However, some theoretical frameworks are employed to guide data analyses and interpretations of results. These frameworks include activity theory and the concept of expansive learning (Engeström, 2001; Huang et al ., 2021), technology frames, Wolcotts' (1994) interpretive approach (Calleja and Camilleri, 2021), Gueudet and Trouche's (2009) documentation framework (Hernández-Rodríguez et al , 2021) and technological pedagogical content knowledge (TPACK) (Hernández-Rodríguez et al , 2021; Weaver et al , 2021). How these frameworks could be used as analytical tools in “measuring effectiveness” or describing qualitative aspects of the studies provides theoretical and methodological insights into future studies.…”

“…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) (Hrastinski, 2021) is also included in this special issue.…”

An exploratory assessment of the educational practices during COVID-19

“…The motivation of educators is pertinent to ensure effectiveness in the teaching-learning process. A motivated teacher's role becomes all the more relevant when an unanticipated situation surfaces (Calleja and Camilleri, 2021). A motivated teacher will encourage and engage a student in the teaching-learning process effectively (Cruickshank and Mainsbridge, 2021).…”