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The many faces of lesson study and learning study

The many faces of lesson study and learning study PurposeThe purpose of this paper is to provide a review of the contributions to the current issue.Design/methodology/approachThe paper is intended to stimulate a discussion about the nature of lesson study (LS), its use in initial teacher education (ITE) and the role of learning theory in the design of the research lesson.FindingsThe term LS was first used to describe a Japanese LS. It was seen as career-long teacher-initiated collaborative professional development through which teachers researched lesson designs to teach problem-solving and develop independent thinking skills in their students. As it has been adopted across the world, it has been adapted. This raises questions about the form and effect of LS in its various forms, about the role of learning theory in the design of research lessons and about the appropriateness of introducing LS in programmes of ITE.Originality/valueThis editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Lesson and Learning Studies Emerald Publishing

The many faces of lesson study and learning study

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-8253
DOI
10.1108/IJLLS-10-2017-0047
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to provide a review of the contributions to the current issue.Design/methodology/approachThe paper is intended to stimulate a discussion about the nature of lesson study (LS), its use in initial teacher education (ITE) and the role of learning theory in the design of the research lesson.FindingsThe term LS was first used to describe a Japanese LS. It was seen as career-long teacher-initiated collaborative professional development through which teachers researched lesson designs to teach problem-solving and develop independent thinking skills in their students. As it has been adopted across the world, it has been adapted. This raises questions about the form and effect of LS in its various forms, about the role of learning theory in the design of research lessons and about the appropriateness of introducing LS in programmes of ITE.Originality/valueThis editorial review provides an overview of the insights and issues identified by the authors in this issue of the journal.

Journal

International Journal of Lesson and Learning Studies – Emerald Publishing

Published: Jan 2, 2018

References

  • Spreading lesson study in pre-service teacher instruction
  • Mentors and student-teachers ‘lesson studying’ in initial teacher education
  • Impact on lesson study for initial: teacher training in Japan: focus on mentor roles and kyouzai-kenkyuu