Lesson study led by mentor

Cajkler, W., Wood, P., Norton, J. and Pedder, D., 2013. Lesson study: towards a collaborative approach to learning in initial teacher education?. Cambridge Journal of Education, 43(4), pp.537-554.

https://www.tandfonline.com/doi/full/10.1080/0305764X.2013.834037

Useful reference 

Carter, T.J. and Adkins, B., 2017. Situated learning, communities of practice, and the social construction of knowledge. Theory and practice of adult and higher Education, 113, pp.113-138.

Lave, J., 1991. Situating learning in communities of practice.

Riveros, A., Newton, P. and Burgess, D., 2012. A situated account of teacher agency and learning: critical reflections on professional learning communities. Canadian journal of education, 35(1), pp.202-216.

*binti Pengiran, P.H.S.N. and Besar, H., 2018. Situated learning theory: the key to effective classroom teaching?. HONAI, 1(1).

https://www.journals.mindamas.com/index.php/honai/article/view/1022

“The teacher acts as a provider, facilitator, and mediator of knowledge; students are able to learn from that knowledge and practice it in group activities. In turn, students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.”


Cajkler, W., Wood, P., Norton, J. and Pedder, D., 2013. Lesson study: towards a collaborative approach to learning in initial teacher education?. Cambridge Journal of Education, 43(4), pp.537-554.

https://www.tandfonline.com/doi/full/10.1080/0305764X.2013.834037

was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors.


Farnsworth, V., Kleanthous, I. and Wenger-Trayner, E., 2016. Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British journal of educational studies, 64(2), pp.139-160.

https://www.tandfonline.com/doi/full/10.1080/00071005.2015.1133799


Corcoran, D., 2011. Learning from lesson study: Power distribution in a community of practice. Lesson study research and practice in mathematics education: Learning together, pp.251-267.

https://link.springer.com/chapter/10.1007/978-90-481-9941-9_20


Lewis, C., 2009. What is the nature of knowledge development in lesson study?. Educational action research, 17(1), pp.95-110.

https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=community+of+practice+lesson+study&btnG=#d=gs_qabs&t=1699825180447&u=%23p%3D5fqOOpjzir0J


Ishii, K., 2017. Active learning and teacher training: Lesson study and professional learning communities. Scientia in educatione, 8.

https://ojs.cuni.cz/scied/article/view/734/376


Rock, T.C. and Wilson, C., 2005. Improving teaching through lesson study. Teacher education quarterly, 32(1), pp.77-92.

https://www.jstor.org/stable/23478690


Jansen, S., Knippels, M.C.P. and van Joolingen, W.R., 2021. Lesson study as a research approach: a case study. International Journal for Lesson & Learning Studies, 10(3), pp.286-301.

https://www.emerald.com/insight/content/doi/10.1108/IJLLS-12-2020-0098/full/pdf?title=lesson-study-as-a-research-approach-a-case-study


Kanellopoulou, E.M. and Darra, M., 2018. The Planning of Teaching in the Context of Lesson Study: Research Findings. International Education Studies, 11(2), pp.67-82.

https://eric.ed.gov/?id=EJ1167655


Lewis, C., Perry, R. and Friedkin, S., 2009. Lesson study as action research. The SAGE handbook of educational action research, pp.142-154.

https://www.torrossa.com/en/resources/an/4913695

Lesson study’s inquiry cycle is consistent with the common, three-pronged description of action research (Noffke, 1997).


Lewis, C., Friedkin, S., Emerson, K., Henn, L. and Goldsmith, L., 2019. How does lesson study work? Toward a theory of lesson study process and impact. Theory and practice of lesson study in mathematics: An international perspective, pp.13-37.

https://link.springer.com/chapter/10.1007/978-3-030-04031-4_2

How is learning explored in the teaching of DA - How to justify my approach 

  • Action research iterative cycles (reflective accounts of improving teaching practices)
  • Case study (reflective accounts of learner experiences)
  • Review of pedagogical activities and processes from teacher expert perspectives (Lewthwaite) or reviews of current practices in existing literature - nothing to explore beginners needs.
  • Review of skills and knowledge of faculty members and training in creating materials rather than teaching about it
  • Bohman - design based research - sustainable approach due to hero model
*Lacking studies of teacher experience developing their professional knowledge in DA teaching 

More notes:

Cajkler, W. and Wood, P., 2016. Adapting ‘lesson study’to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46(1), pp.1-18.

https://www.tandfonline.com/doi/full/10.1080/0305764X.2015.1009363


Lewis, C., 2009. What is the nature of knowledge development in lesson study?. Educational action research, 17(1), pp.95-110.

https://www.tandfonline.com/doi/full/10.1080/09650790802667477


Plantin Ewe, L., 2020. Enhancing teachers' relational competence: a teacher lesson study. International Journal for Lesson & Learning Studies, 9(3), pp.203-219.

https://scholar.google.com/scholar?start=30&q=lesson+study+lead+teacher+approach&hl=en&as_sdt=0,5#d=gs_qabs&t=1699998590476&u=%23p%3DQV1yUiwizoIJ


BOOK - LEADING LESSON STUDY 

https://books.google.com/books/about/Leading_Lesson_Study.html?id=L9V0AwAAQBAJ



Comments

Post a Comment

Popular posts from this blog

Lit review sequence

  Sections : Background and context (set the scene/ rationale) Social model of disability The legal context for digital accessibility Conceptual perspectives for defining digital accessibility  The problem- the lack of accessible content causing barriers - the wider lack of knowledge AND  need for teaching about DA awareness (social responsibility and for social model to work) The teaching of digital accessibility   Not formally on the curriculum  Where is digital accessibility currently taught/how (uni and workplace) - then the gaps of knowledge prior to uni and the workplace - yet all are using and creating digital content already. Best approach found was to integrate it across the curriculum and reinforce - needs to be taught earlier in schools and then built upon - no papers in school apart from 2 The need for the primary education context and why upper KS2 - establishing the earliest opportunity to introduce and explore the topic to then build upon Cross re...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more