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Guest editorial: Networking theories for understanding and guiding lesson study

Guest editorial: Networking theories for understanding and guiding lesson study Guest editorial Guest editorial: Networking theories for understanding and guiding lesson study Introduction As an effective teacher collaborative professional learning approach, lesson study (LS) has been adapted in different settings and cultures around the world (e.g. Huang et al., 2019). Although the effects of LS on students’ learning, teachers’ learning, the building of professional learning communities, and connecting theory and practice have been widely documented (e.g. da Ponte, 2017; Huang and Shimizu, 2016; Willems and Van den Bossche, 2019), the exploration of what theories could be used as frameworks for researching LS and/or as intervention instruments for strengthening LS is still an emerging field (e.g. Borko and Potari, 2020; Clivaz, 2018; Huang et al., 2019; Quaresma et al., 2018). For example, in Theory and Practice of Lesson Study in Mathematics (Huang et al., 2019), 16 different theoretical perspectives were explicitly utilized to guide the design of LS and/or frame studies on LS. Researchers argued that the diversity of theories is “the indicator for the dynamic character of the field and also an outcome of the dynamics of the theory” (Bikner-Ahsbahs and Prediger, 2014, p. 5). Yet, it was emphasized that “the diversity of theoretical approaches can only become fruitful http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Guest editorial: Networking theories for understanding and guiding lesson study

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-01-2023-128
Publisher site
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Abstract

Guest editorial Guest editorial: Networking theories for understanding and guiding lesson study Introduction As an effective teacher collaborative professional learning approach, lesson study (LS) has been adapted in different settings and cultures around the world (e.g. Huang et al., 2019). Although the effects of LS on students’ learning, teachers’ learning, the building of professional learning communities, and connecting theory and practice have been widely documented (e.g. da Ponte, 2017; Huang and Shimizu, 2016; Willems and Van den Bossche, 2019), the exploration of what theories could be used as frameworks for researching LS and/or as intervention instruments for strengthening LS is still an emerging field (e.g. Borko and Potari, 2020; Clivaz, 2018; Huang et al., 2019; Quaresma et al., 2018). For example, in Theory and Practice of Lesson Study in Mathematics (Huang et al., 2019), 16 different theoretical perspectives were explicitly utilized to guide the design of LS and/or frame studies on LS. Researchers argued that the diversity of theories is “the indicator for the dynamic character of the field and also an outcome of the dynamics of the theory” (Bikner-Ahsbahs and Prediger, 2014, p. 5). Yet, it was emphasized that “the diversity of theoretical approaches can only become fruitful

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 10, 2023

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