Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Characterizing teachers' collective learning through lesson study as document development: a case study in China

Characterizing teachers' collective learning through lesson study as document development: a case... This study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Characterizing teachers' collective learning through lesson study as document development: a case study in China

Download PDF
14 pages

Loading next page...
 
/lp/emerald-publishing/characterizing-teachers-collective-learning-through-lesson-study-as-D0RimFp5xs
Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-03-2022-0035
Publisher site
See Article on Publisher Site

Abstract

This study aimed to explore how an adapted theoretical framework by networking two theories could help document teachers' collective learning through lesson study.Design/methodology/approachInterconnected Model of Teacher Professional Growth (IMPG) and Documentational Approach to Didactics (DAD) has been used individually to document teachers' professional learning from different aspects. The IMPG captures teachers’ growth through the iterative process and dynamics (i.e. enactment and reflection) among four domains (personal domain, external domain, practice domain and consequence domain). At the same time, the DAD primarily focuses on teacher learning through the interactions between resources and teachers. To deepen understanding of teachers' learning through lesson study, in this study, a networked theoretical framework through which the DAD model is enriched by incorporating some ideas from IMPG is proposed. A lesson study, including five stages of study, plan, enact, reflect and refine, facilitated by a researcher was conducted in Shanghai China. The data sets including all videotaped meetings and research lessons and lesson plans of the lesson study are analyzed based on the adapted framework qualitatively.FindingsThe results show that the teachers' document evolved from adopting the traditional teaching materials to adapting both traditional ones and e-resources with careful consideration of student learning through the lesson study process.Research limitations/implicationsThis study advances our understanding of networking strategies and their usefulness for deepening teacher professional learning as document development through lesson study. However, the sustainability of this type of professional learning needs to be further explored.Originality/valueThis study expands teacher learning through lesson study as the document development and enriches the DAD theory by illuminating the process of the documentational genesis.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

Keywords: Lesson study; Networking strategy; Professional development

References

  • Conceptualizing resources as a theme for teacher education
    Adler, J.
  • Exploring high-achieving sixth-grade students' erroneous answers and misconceptions on the angle concept
    Bütüner, S.Ö.; Filiz, M.
  • Does lesson study work?
    Cheung, W.M.; Wong, W.Y.
  • Elaborating a model of teacher professional growth
    Clarke, D.; Hollingsworth, H.
  • Using mobile learning to support students' understanding in geometry: a design-based research study
    Crompton, H.
  • Interconnectedness and difference between action research and a lesson design study in Shanghai, China
    Ding, L.; Jones, K.; Sikko, S.A.
  • Expansive learning at work: toward an activity theoretical reconceptualization
    Engeström, Y.
  • Towards new documentational systems for mathematics teachers?
    Gueudet, G.; Trouche, L.
  • Teachers' learning through an online lesson study: an analysis from the expansive learning perspective
    Huang, X.; Lai, M.Y.; Huang, R.
  • Teachers’ learning from addressing the challenges of online teaching in a time of pandemic: a case in Shanghai
    Huang, X.; Huang, R.; Trouche, L.
  • Relationships among cognitive components in Logo learning and transfer
    Lehrer, R.; Littlefield, J.
  • Improving mathematics instruction through lesson study: a theoretical model and North American case
    Lewis, C.; Perry, R.; Hurd, J.
  • Re-sourcing teachers' work and interactions: a collective perspective on resources, their use and transformation
    Pepin, B.; Gueudet, G.; Trouche, L.
  • Developing a deeper understanding of ‘mathematics teaching expertise’: Chinese mathematics teachers' resource systems as windows into their work and expertise
    Pepin, B.; Xu, B.; Trouche, L.; Wang, C.
  • Content-specific theory elements for explaining and enhancing teachers' professional growth in collaborative groups
    Prediger, S.; Borko, H.; Potari, D.
  • Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework
    Prediger, S.; Bikner-Ahsbahs, A.; Arzarello, F.
  • Professional growth in adaptive teaching competence as a result of lesson study
    Schipper, T.; Goei, S.L.; de Vries, S.; van Veen, K.
  • Transition to digital resources as a critical process in teachers' trajectories: the case of Anna's documentational work
    Trouche, L.; Rocha, K.; Gueudet, G.; Pepin, B.
  • The theory of conceptual fields
    Vergnaud, G.
  • Teachers' professional growth through engagement with lesson study
    Widjaja, W.; Vale, C.; Groves, S.; Doig, B.
  • Lesson study effectiveness for teachers' professional learning: a best evidence synthesis
    Willems, I.; Bossche, P.V.D.
  • How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai
    Yang, Y.
  • How does LS improve mathematics instruction?
    Lewis, C.