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- Publisher
- Emerald Publishing
- Copyright
- Copyright © Emerald Group Publishing Limited
- ISSN
- 2046-8253
- DOI
- 10.1108/IJLLS-04-2015-0016
- Publisher site
- See Article on Publisher Site
Abstract
Purpose – It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts. Design/methodology/approach – This paper presents the Special Issue papers thematically and the main issues are discussed. Findings – Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies. Originality/value – As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.
Journal
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Jul 13, 2015