Please use this identifier to cite or link to this item:
http://hdl.handle.net/2381/32936
Title: | Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development |
Authors: | Cajkler, Wasyl Wood, Phil Norton, Julie Pedder, David Xu, Haiyan |
First Published: | 20-Feb-2015 |
Publisher: | Taylor & Francis (Routledge) |
Citation: | Research Papers in Education, 2015, 30 (2), pp. 192-213 (22) |
Abstract: | Two departments in a secondary school in England participated in ‘lesson study’ projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their students and collaboratively prepared innovative approaches to address the learning challenges. The process yielded multiple sets of data: DVD-recorded lessons, lesson plans and resources, transcripts of preparation and evaluation meetings and individual interviews at the end of the project. This paper draws principally on detailed qualitative analysis of end-of-project interviews about teacher experiences of learning and practice development in the two contexts. While the teachers encountered some logistical challenges to the implementation of lesson study, a number of important gains were reported: collaboration in lesson study reduced feelings of professional isolation; teachers reported a sharper focus on pupil learning and more confidence to take risks with approaches to teaching, which led to greater opportunities for pupils to engage in interactive activities, for example, involving problem-solving and peer teaching in groups. |
DOI Link: | 10.1080/02671522.2014.887139 |
ISSN: | 0267-1522 |
eISSN: | 1470-1146) |
Links: | http://www.tandfonline.com/doi/abs/10.1080/02671522.2014.887139#.Vcsr-flK9TY http://hdl.handle.net/2381/32936 |
Version: | Post-print |
Status: | Peer-reviewed |
Type: | Journal Article |
Rights: | Copyright © 2014 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 20 Feb 2014, available online: www.tandfonline.com/doi/10.1080/02671522.2014.887139 |
Appears in Collections: | Published Articles, School of Education |
Files in This Item:
File | Description | Size | Format | |
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Research Papers Cajkler et al Final Submission.pdf | Post-review (final submitted) | 389.01 kB | Adobe PDF | View/Open |
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