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Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school

Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a... The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”Design/methodology/approachThis qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.FindingsThe study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.Research limitations/implicationsThe study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.Originality/valueFirstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-12-2020-0096
Publisher site
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Abstract

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”Design/methodology/approachThis qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.FindingsThe study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.Research limitations/implicationsThe study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.Originality/valueFirstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jul 23, 2021

Keywords: Reflective writing; Learning keeping; EFL teachers' knowledge creation; Lesson study; Spain; The Basque Country

References

  • Using journal writing to enhance reflective practice
    Boud, D.
  • When group work doesn't work: insights from students
    Chang, Y.; Brickman, P.
  • Lesson study: a handbook
    Dudley, P.
  • Teacher induction in schools as learning communities: successful pathways to teachers' professional development in a diverse school serving students living in poverty
    García-Carrión, R.; Padrós Cuxart, M.; Alvarez, P.; Flecha, A.
  • Critical incidents for teachers' professional development
    Joshi, K.R.
  • The concept of reflection: a systematic review and thematic synthesis across professional contexts
    Marshall, T.
  • Lesson study and practical thinking: a case study in Spain
    Peña Trapero, N.
  • Lesson study and the development of teacher's competences: from practical knowledge to practical thinking
    Soto Gómez, E.; Serván Núñez, M.J.; Pérez Gómez, A.I.; Peña Trapero, N.
  • Teacher learning in the context of Lesson Study: a video-based analysis of teacher discussions
    Vrikki, M.; Warwick, P.; Vermunt, J.D.; Mercer, N.; Van Halem, N.