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Raising the quality of teaching through Kyouzai Kenkyuu – the study of teaching materials
Abstract
Purpose
This study attempts to provide cross-cultural learning by focusing on a very important aspect of research, the study of teaching materials, known as Kyouzai Kenkyuu in Japan. The purpose of this paper is to investigate teachers’ views and awareness about the study of teaching materials, in particular, the views and awareness of Iranian teachers, who are beginning to understand their teaching practice and professional development through lesson study.
Design/methodology/approach
Qualitative research methods were employed for data collection. These methods included comparative analysis of an Iranian mathematics lesson from the perspective of Japanese educators and semi-structured interviews with all participants of the lesson analysis meetings.
Findings
The findings are intended to position Kyouzai Kenkyuu as an important aspect of Japanese lesson study and to make explicit the beliefs and values that underpin and shape pedagogical reasoning that support researchers and practitioners to improve the quality of teaching through lesson study. This was achieved through post-lesson discussion meetings, and the beliefs and values were those the participants were largely unaware of but could be clarified through a cross-cultural comparison. For instance, Japanese teachers focus more on learners and the study of teaching materials for raising the quality of teaching, whereas Iranian teachers focus more on the content of teaching and teacher behavior.
Research limitations/implications
This study delivers a transnational learning opportunity for teachers and researchers to learn how to provide evidence-based analysis of a lesson to raise the quality of teaching. However, as this is a case study and focuses specifically on Kyouzai Kenkyuu, it opens up the possibility for comparative analysis of more sample lessons and other aspects of Japanese lesson study.
Practical implications
It may be interesting for teachers and researchers to see how such a study could help them revise their quality of teaching through lesson study and construct shared knowledge about how to teach and to clarify “the pedagogical theories” that underpin such knowledge building.
Social implications
The value of this study is in its ability to reveal to educators their own unconscious teaching script and knowledge and “the pedagogical theories” that underpin such knowledge. It provides an opportunity for evidence-based critiques of our own teaching script, theory, view and values that we accept culturally, share tacitly and may not even be aware of in the construction process.
Originality/value
This study combines careful measurement with an “insider’s perspective” from Iran and an “outsider’s perspective” from Japan of differing educational concepts within the same subject area. The objective is to provide a deeper understanding of the real world of lesson study and how it can help educators to construct shared knowledge about how to teach in practice and to support teachers to revise the cultural context of teaching.
... Direct observations, utilizing audio recordings of lessons and subsequent transcript analysis, have been employed in several studies to avoid reporting biases (Rahayu, Rahmawan, Hendayana, Muslim, & Sendi, 2020;Winarti, Saadi, & Rajiani, 2021). This method, known as Transcript-Based Lesson Analysis (TBLA; Arani, 2017), allows for breaks for coders and for the information to be reviewed (Vrikki et al., 2019). Whereas previously, gathering large numbers of naturalistic observations required extensive manual transcription, making in-depth analysis difficult, recent advancements in artificial intelligence transcription enable fast and reliable transcription of lessons. ...
... Teachers' engaging messages were assessed using the TBLA method (Arani, 2017;Rahayu et al., 2020). Based on findings from previous studies showing effects of term one messages on term two motivation to learn and performance (Santana-Monagas, Putwain, et al., 2022), we sought to model these temporal dynamics. ...
This study examined how emotional intensity of speech affects the relationship between teachers' engaging messages , and students' motivation to learn and academic performance. To achieve our goal, we recorded and transcribed teachers' lessons. Results revealed that messages appealing to external stimuli had lower emotional intensity than those appealing to internal stimuli. Our results also suggest that emotional intensity moderates the relationship between engaging messages and academic performance, with the effect decreasing as emotional intensity increases. This study offers insights into the role of acoustic features in teachers' influence on students' motivation and academic performance and suggests avenues for further research.
... In the context of "educational borrowing" (Phillips & Ochs, 2004), Kim (2021) explained the transition of the lesson study research trend from "introducing and implementing lesson study" in individual contexts to "suggesting the strategies of improving lesson study" by exploring cases worldwide. Within the latter trend, Kyouzai Kenkyuu has received attention for realising robust lesson study from the design perspective (Arani, 2017;Choy & Lee, 2021;DosAlmas & Lewis, 2017;Takahashi & McDougal, 2016;Watanabe, Takahashi, & Yoshida, 2008). As Choy and Lee (2021) argued, Kyouzai Kenkyuu is "a critical yet often neglected phase in lesson study adopted in countries beyond Japan" (p. ...
... Finally, they synthesise all the results of Kyouzai Kenkyuu and develop ideas of the curriculum suitable for their context. Thus, they question the appropriateness of the textbook's content (Shibata, 2011) and create concrete teaching materials (e.g., counting chopsticks in Japan and walnuts in Iran) that are contextually suitable for their students (Arani, 2017). ...
Curriculum design has been recognized as preparation for practice, not practice per se.
− Kyouzai Kenkyuu can be a conceptual tool to indicate curriculum design as teachers’ practice.
− Kyouzai Kenkyuu is both a teacher’s practice and a disposition that a teacher needs to have.
− Kyouzai Kenkyuu can strengthen teacher professionalism by understanding teachers as curriculum designers.
Purpose: This study introduces the idea of Kyouzai Kenkyuu and examines its potentiality as a conceptual tool to point to the curriculum design process with a case of social science education. By doing so, this study can contribute to expanding the target of reflection from the practices inside classrooms toward the curriculum design outside classrooms and the strengthening of teacher professionalism by understanding teachers as curriculum designers.
Approach: The authors utilised literature review to illustrate how Kyouzai Kenkyuu can be a conceptual tool to point to the curriculum design process. Subsequently, the authors conducted interpretative practitioner research to showcase how Kyouzai Kenkyuu can be taught in pre-service teacher education and how teacher educators can educate pre-service teachers as curriculum designers utilising insider’s perspectives. Finally, the authors discussed the potential of Kyouzai Kenkyu as a conceptual tool to indicate the content and method of designing the curriculum and as an approach to enhance teachers’ development as curriculum designers.
Findings: Kyouzai Kenkyuu—Kyouzai meaning learning material(s) and Kenkyuu meaning study or research in the Japanese language—is a practice for curriculum design and one of the dispositions to define teachers as professionals. In Japan, teachers are expected to be practitioners who conduct Kenkyuu (research) about discipline, students, and the context surrounding students to design suitable Kyouzai (learning material[s]) and a curriculum for individual classrooms. In method courses, pre-service teachers verbalize and reflect on their Kyouzai Kenkyuu and how it impacts curriculum design. Through these experiences, social science teachers in Japan can enjoy the opportunities to develop their design and teaching rationales.
Research limitations: This study is limited to three method courses that the authors have taught; thus, the findings on how to teach Kyouzai Kenkyuu may not be generalizable.
... The literatures were identified by exploring Scopus database with keywords "pedagogical reasoning" or "curricular reasoning" or "instructional reasoning" or "practical reasoning" or "reflective reasoning" or "reasoning * teaching" or "reasoning * learning" or reasoning * student" AND "mathematics" or "mathematical" AND "teacher". The total of 30 articles were located, through the selection process, the 13 articles (Andrews-Larson, Wilson, & Larbi-Cherif, 2017;Arani, 2017;Aydogan Yenmez, Erbas, Cakiroglu, Cetinkaya, & Alacaci, 2018;Baldinger, 2020;Chen, Marshall, & Horn, 2020;Choy, 2016;Dyer & Sherin, 2016;Horn, 2010;Kim, Metzger, & Heaton, 2019;Lesseig et al., 2017;McDuffie & Mather, 2009;Niess & Gillow-Wiles, 2017;Von Minden, Walls, & Nardi, 1998) were included in this review study. For the tools of pedagogical reasoning, findings showed the categories of materials included mathematical tasks, teaching materials and videos. ...
... Lastly, the videos are used after implementation process. Usually, video is employed as an object in teachers collaboration time (Arani, 2017;Chen et al., 2020;Dyer & Sherin, 2016;Lesseig et al., 2017), which offer opportunities for teachers to discuss, reflect and evaluate the teaching and learning process on the videos. ...
Shulman (1987) introduced pedagogical reasoning in his model of pedagogical reasoning and action, refers to the phases of activities involving comprehension, transformation, instruction, evaluation, and reflection. The present study aims at a critical review on the tools for investigating the phases of pedagogical reasoning and action for mathematics teachers. Based on a focused search in the database Scopus, 13 articles were reviewed. Findings showed three categories included mathematical tasks, teaching materials and videos. We further classified each category and connected it with Shulman’s phases of pedagogical reasoning. Mathematical tasks are classified as pure mathematical tasks and mathematical pedagogical tasks which can be connected to comprehension and transformation phases. Teaching materials are classified into three sub-categories, including materials in planning session, in implementation session, and after implementation which can be connected to comprehension and transformation, instruction, and evaluation and reflection phases, respectively. Lastly, videos are classified into three subcategories including video of self-teaching, others teaching, and movie which connected to evaluation and reflection phases. Two findings are highlighted including (1) the correspondence between the tools for pedagogical reasoning and Shulman’s phases of pedagogical reasoning and (2) the features of each sub-category of the tools related to pedagogical reasoning.Keywords: mathematics teachers; pedagogical reasoning
... This cultural code is referred to as teaching script. The teaching script, in other words the cultural script of a lesson, is the imagery, values, and customary ways of acting in lessons where people share one culture, and the interrelated aggregate of these (Sarkar Arani, 2017;Stevenson and Stigler, 1992). ...
... However, ultimately the problem is that the concrete actions of teachers and learners are made abstract. This calls for a new research method (Thomas, 2012), which is required to uncover the cultural teaching script of each particular country (Sarkar Arani, 2017;Stigler and Hiebert, 2016). ...
Purpose
The purpose of this paper is to capitalize on the advantages of an evidence-based lesson analysis while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study approach. Emphasis here is on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson.
Design/methodology/approach
This paper draws on data collected by the authors in a lesson study in Malaysia that aimed to provide a cross-cultural analysis of a Malaysian mathematics lesson (grade 10) through the eyes of Japanese educators. Data retrieved should determine the cultural script of a mathematics class in Malaysia with an emphasis on Malaysian teachers’ responses to students’ mistakes in class. The cross-cultural analysis of a lesson is a comparative method that reveals the hidden factors at play by increasing awareness of characteristics in classroom situations that are self-evident to all involved members.
Findings
The findings are intended to the cultural script of Malaysia in the context of “classroom culture regarding mistakes” and “mistake management behavior.” The impact on the quality of teaching and learning also discussed in relation to how it can be improved in practice from the following perspectives: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed. The data in Table II provide a meta-analysis of evidences of “classroom culture regarding mistakes” and “mistake management behavior” of the teacher from the Malaysian researchers and practitioners’ perspective as well as from the lens of the Japanese educators.
Research limitations/implications
This study realizes that both sets of research studies value the importance of mistakes. It is important to identify the source of students’ mistakes and further learn from them. In order to reveal the overall structure of the cultural script of lessons, we need to realize that various cultural scripts are at work in the production of any given lesson. In the future, the authors hope to develop the potential of this view of culture script of teaching through cross-cultural analysis for lesson study and curriculum research and development.
Practical implications
This study aims to capitalize on the advantages of evidence-based lesson analysis through the lesson study process while proposing a method of research on teaching that offers opportunities for deeper reflections. The objective is to examine how well a transnational learning project such as this one can determine the cultural script of a mathematics lesson in Malaysia through the perspective of Japanese educators well trained in the lesson study methodology.
Social implications
The authors need to obtain reflective feedback based on concrete facts, and for this reason “lesson study,” a pedagogical approach with its origins in Japan, is attracting global attention from around the world. This study focuses on the discrete nature, the progression, significance, and the context of lessons. That is, by avoiding excessive abstraction and generalization, reflection based on concrete facts and dialogue retrieved from class observations can be beneficial in the process. The mutual and transnational learning between teachers that occurs during the lesson study process can foster the building and sharing of knowledge in teaching practice.
Originality/value
There is currently little empirical research addressing “classroom culture regarding mistakes” which mostly represents how teachers and students learn from mistakes in the classroom. This study focuses on a cross-cultural analysis to view in depth the cultural script of teaching mathematics in Malaysia with particular focus on how teachers respond to students’ mistakes in a mathematics lesson. The following perspectives are examined: the teacher’s attitudes toward student mistakes; how mistakes are treated and dealt with in class; and how learning from mistakes is managed.
... Audio-recorded lessons can be analysed through direct listening or, more commonly, by examining their transcripts, a process known as transcript-based lesson analysis (Arani, 2017). This method has become an important tool in educational research, enabling more efficient analysis of discourse compared to traditional methods of direct observation (Demszky & Hill, 2022;Winarti et al., 2021). ...
Evaluating teachers' skills is crucial for enhancing education quality and student outcomes. Teacher discourse, significantly influencing student performance, is a key component. However, coding this discourse can be laborious. This study addresses this issue by introducing a new methodology for optimising the assessment of teacher discourse. The research consisted of two studies, both within the framework of engaging messages used by secondary education teachers. The first study involved training two large language models on real-world examples from audio-recorded lessons over two academic years to identify and classify the engaging messages from the lessons' transcripts. This resulted in sensitivities of 84.31% and 91.11%, and specificities of 97.69% and 86.36% in identification and classification, respectively. The second study applied these models to transcripts of audio-recorded lessons from a third academic year to examine the frequency and distribution of message types by educational level and moment of the academic year. Results showed teachers predominantly use messages emphasising engagement benefits, linked to improved outcomes, while one-third highlighted non-engagement disadvantages, associated with increased anxiety. The use of engaging messages declined in Grade 12 and towards the academic year's end. These findings suggest potential interventions to optimise engaging message use, enhancing teaching quality and student outcomes.
... The obtained transcript, then, will be analyzed the construction patterns of students' knowledge that occurs in Science learning using Transcript Based Lesson Analysis (TBLA) method. To comprehend the characteristics of learning contexts within a single class hour, the researchers separate learning into multiple segments for investigation (Sarkar, 2017 learning into multiple segments, the participants can carry out learning analysis in more details, able to reveal What motivation should teachers do to encourage the learning process or to see how actively students are involved in learning. ...
Teachers are required to develop professional learning that can produce qualified students. Consequently, a learning model is required that enables 21st-century abilities. Each individual is supposed to master skills in the form of 21st century skills, one of which is collaboration. The Project-Based Learning (PjBL) is chosen with the consideration that it has stages that are able to encourage students to collaborate with other group members, use various thinking abilities of students individually and in groups, and improve the quality of interaction between students. This study aims to describe the implementation of learning and student collaborative skills, to describe TBLA in science learning at MTs Muhammadiyah 1 Malang, particularly in Vertical Motion material. This research method was qualitative descriptive research. The objects of study were 25 teachers and 8th-grade students of MTs Muhammadiyah 1 Malang. The research stages included designing teaching modules by using PjBL learning, implementing learning, and reflecting on learning based on the lesson study stages that consisted of a Plan Do See. The results of the study indicate that the implementation of PjBL in science learning, consisting of 6 steps, namely drawing questions, compiling project plans, compiling schedules, monitoring, testing results, and evaluating experiences, have been well described, both narratively and visually in the learning. Student collaboration skills in science learning material Vertical motion are 73.4% (high category). TBLA shows that the teacher speeches are more dominant, namely 85.94% and the students are 14.05%. It can be concluded that the implementation of PjBL learning was carried out well and students' collaborative skills were in the high category.
... The next aspect is the content aspect with an average score of 4.25 where the category is "very valid". In essence, teaching material is the content of the subjects conveyed by educators to students in accordance with the curriculum currently used, then teaching materials are required to be able to support and be appropriate for the achievement of learning objectives (Arani, 2017). Learning media can be effectively delivered if it contains clear content and is given valid images (Febrianto et al., 2020), so that the suitability of the information and the completeness of the images that have been presented can be well received by students and not monotonous (Rahmawati et al., 2021). ...
This study aims to describe the suitability of "Sigeram" derived from the acronym "sistem gerak manusia” or human movement system to become an android-based interactive learning media for biology subjects. This study uses descriptive research with four stages, namely analysis, design, development, and validation. The data collection technique used a validity questionnaire. The validity test subjects consisted of three practitioners, including a teacher from Senior Hugh School 12 Banjarmasin and two lecturers from the study program of Biology Education, Universitas Lambung Mangkurat. “Sigeram” application consists of some menus, including learning prerequisites, identity, learning implementation components, meeting schedule, concept map, then the material section, summary, glossary, quiz, bibliography, and profile. Additional features in the interactive media are the "Bio Info", "Let's Find Out", "Let's Discuss", "Act Creatively", "Habituation", "Reflection", and "Final Project". Testing the validity of "Sigeram" as an interactive media for learning Biology based on android showed a validity score of 4.29 with a very valid category, so that "Sigeram" can be used as an interactive media for learning biology, especially in human movement system topic.
... Kenyataan dilapangan masih banyak guru-guru yang belum mampu mengusai teknologi dalam membantu proses pembelajaran pada era digitalisasi ini, sehingga hal ini mengakibatkan adanya kendala dalam upaya meningkatkan mutu pendidikan disekolah. Meningkatkan mutu pendidikan melalui peningkatan kompetensi guru bukanlah sesuatu yang dapat bersifat instan dan dapat terjadi dengan begitu saja, tetapi ditempuh melalui proses yang panjang disertai resistensi yang dihadapi (Sarkar Arani, 2017;Singh et al., 2016). Hal tersebut menjadi penting bagi guru untuk mengembangkan kompetensi dalam meningkatkan profesionalitas dalam memberikan edukasi di era serba digital ini. ...
Kinerja kepemimpinan kepala sekolah dalam mencapai hasil pendidikan yang bermutu baik, berorientasi pada kebutuhan dan perkembangan zaman menjadi tujuan pendidikan secara efektif, efesien, produktif dan akuntabel, akan tetapi kenyataan dilapangan masih banyak guru-guru yang belum mampu mengusai teknologi dalam membantu proses pembelajaran pada era digitalisasi ini, sehingga hal ini mengakibatkan adanya kendala dalam upaya meningkatkan mutu pendidikan disekolah. Penelitian ini bertujuan untuk melihat upaya-upaya manajemen kepemimpinan yang dilakukan kepala sekolah dalam meningkatan kompetensi guru pada era revolusi 4.0. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek pada penelitian ini adalah beberapa sekolah yang berada di Kabupaten Pesisir Selatan Provinsi Sumatera Barat. Data yang diperoleh melalui pendekatan kualitatif dengan melakukan wawancara dan survei. Analisis data bersifat induktif dengan hasil penelitian lebih menekankan makna. Hasil penelitian menyatakan bahwa guru yang memiliki kompetensi pada bidang TIK masih dalam kategori cukup atau diartikan sangat rendah yaitu dengan perolehan 58,25% artinya hanya sebagian guru saja di wilayah pesisir selatan yang memiliki kemampuan dalam menguasai TIK untuk mendukung proses pembelajaran disekolah, angka ini berbading sangat rendah dengan jumlah peserta didik yang mampu menguasai teknologi dibandingkan dengan dapat menggunakan internet mencapai 77.42 % dengan penilaian TPR 78,33% pada kategori baik. Implikasi penelitian ini diharapkan manajemen kepemimpinan kepada sekolah pada era revolusi 4.0 yang secara khusus dilakukan pada daerah Pesisir Selatan memiliki peranan yang sangat diperlukan dalam meningkatkan kualitas pendidikan disekolah peranan.
... With this statistical technique, a logistic regression is performed in order to find out the probability of teachers using messages, followed by a linear regression, which shows how the number of messages teachers use is related to an input variable (Fig. 2). We adopted a methodological approach framed within the line of audio recording, transcription, and codification of lessons, also known as of Transcript-Based Lesson Analysis (TBLA; Arani, 2017;Rahayu et al., 2020;Winarti et al., 2021). The TBLA methodology has several advantages, including more accurate data analysis, the opportunity to review data, and pauses for coders to think (Vrikki et al., 2019). ...
The current study examined the relation of students' performance and teachers' enthusiasm with teachers' use of engaging messages in class. These messages can focus on the benefits or disadvantages of engaging in a school task, and appeal to controlled (i.e., extrinsic, or introjected) or autonomous (i.e., identified, or intrinsic) incentives to engage students. Engaging messages were gathered through audio-recorded lessons of 39 teachers in 59 student groups during the second term of the academic year. Results showed that both students' performance and teachers' enthusiasm are related to teacher's use of engaging messages. The better the students' performance , and the higher the teachers' enthusiasm, the larger the number of messages used. Moreover, the better the students' performance, the greater the likelihood of using messages that appeal to extrinsic incentives. By assessing engaging messages through objective observations, we discovered relationships that can help us better understand teachers' use of engaging message.
... Analysis of the learning process is important to do, so that later teachers can improve the quality of learning. By doing this, teachers can improve their ability to review teaching scripts as well as their decision-making abilities and professional capital on an ongoing basis (Sarkar Arani, 2017). Learning analysis research using Transcript Based Lesson Analysis (TBLA) has been carried out by Mutiani et al. (2020) the results of his research show that after the implementation of lesson study the TBLA model, an increase in student activity was found, this indicates a good learning community. ...
This study aims to describe communication in problem-based mathematics learning through TBLA and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA). This type of research is descriptive exploratory research with a qualitative approach. The subjects of this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students. The supporting instruments in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it can be seen that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.
... Learning analysis was carried out using Transcript Based Lesson Analysis (TBLA). TBLA aims to determine the characteristics of learning (Arani, 2017). Transcript analysis is an important method for studying learning in the classroom, both online and offline (Van Booven, 2015). ...
... Pada penelitian ini, peneliti juga akan memotret proses pembelajaran untuk melihat aktivitas siswa yang berkaitan dengan komponen literasi matematis, meliputi proses matematis, konten matematika serta situasi dan konteks dengan pembagian alur pembelajaran berdasarkan karakteristik TBLA yaitu membagi pembelajaran ke dalam empat segmen. Pembagian segmensegmen tersebut mengikuti gaya puisi tradisional Tiongkok "Ki-Sho-Ten-Ketsu" atau "Pendahuluan-Pengembangan-Pengarahan-Kesimpulan" (Arani, 2017 Berdasarkan uraian yang telah dikemukakan sebelumnya, tujuan dari penelitian ini adalah untuk menggali dan mendeskripsikan komponen proses matematis (competencies/processes), komponen konten matematika (content areas), dan komponen situasi dan konteks (situation and contexs) yang terjadi dalam pembelajaran matematika menggunakan TBLA. ...
Penelitian yang banyak berfokus pada penerapan berbagai model pembelajaran inovatif sejak dekade terakhir tampaknya belum mencapai hasil yang ideal untuk dapat mengoptimalkan kemampuan literasi matematis. Berdasarkan hal tersebut, peneliti harus mencari fokus penelitian lain untuk mencapai hasil yang ideal, salah satunya yaitu dengan menganalisis proses pembelajaran yang terjadi di kelas, karena proses pembelajaran yang baik akan menghasilkan kualitas belajar yang baik. Oleh karena itu dengan memperhatikan proses pembelajaran diharapkan mampu meningkatkan kualitas terhadap literasi matematis siswa. Penelitian ini bertujuan untuk menggali komponen-komponen literasi matematis, yang meliputi komponen proses matematis (competencies/processes), komponen konten matematika (content areas), serta komponen situasi dan konteks (situation and contexs) yang terjadi dalam pembelajaran matematika menggunakan Transcript Based Lesson Analysis (TBLA) yang terbagi ke dalam empat segmen, yaitu segmen Ki, Sho, Ten dan Ketsu. Penelitian ini merupakan penelitian kualitatif dengan metode klinis interview. Dalam penelitian ini dilakukan observasi terhadap proses pembelajaran matematika di SMP Negeri 2 Sukaraja Kabupaten Tasikmalaya dan melibatkan beberapa guru matematika, serta melakukan Focus Group Discussion (FGD) sebelum maupun setelah proses pembelajaran. Hasil penelitian menunjukkan bahwa komponen proses matematis (competencies/processes) dalam pembelajaran matematika memunculkan 6 kemampuan dari 7 kemampuan yang ada, dimana dari keseluruhan segmen hanya satu yang tidak muncul yaitu using mathematical tools. Komponen konten matematika (content area) dalam pembelajaran matematika dengan materi perpangkatan dan bentuk akar muncul hanya dalam dua konten yaitu konten bilangan dan geometri. Komponen situasi dan konteks (situation and contexs) dalam pembelajaran matematika muncul dalam 3 segmen yaitu segmen Ki, Sho dan Ketsu.
... Transkrip yang diperoleh kemudian dianalisis pola konstruksi pengetahuan siswa yang terjadi dalam pembelajaran IPA menggunakan metode Transcript Based Lesson Analysis (TBLA). Untuk memahami karakteristik pengaturan pembelajaran dalam waktu satu jam pelajaran, peneliti membagi pembelajaran menjadi beberapa segmen untuk dianalisis (Sarkar, 2017). Dengan membagi pembelajaran menjadi beberapa segmen, para partisipan dapat melakukan analisis pembelajaran lebih rinci, mampu mengungkapkan motivasi apa yang harus dilakukan guru untuk mendorong proses pembelajaran atau untuk melihat seberapa aktif siswa terlibat dalam pembelajaran. ...
Lesson study builds a learning community among teachers, students, academics, and education observers. Transcript Based Learning Analysis (TBLA) model is among the models used to analyze learning transcripts more thoroughly. This study aims to describe the patterns of lesson study in science learning through TBLA analysis. Descriptive qualitative approach was employed to describe these phenomena. The study site was SMP Muhammadiyah 8 Batu. The subjects were 8th graders studying about Plant Tissue; through plan, do, see cycle. The research instruments were video and audio recorders, and field notes. The data collection is carried out through documentation, observation and discussion. The collected data was in the forms of transcripts of Lesson Study. The data was analyzed through the TBLA analysis model. Results describe the conversations between teachers and students, in which 43 teacher-student conversations with linear patterned learning were categorized as Student Center Learning. It is implied that in learning about plant tissue, linear pattern communication helped students to achieve learning objectives as they underwent student-centered learning. Results of this study suggest a reference for reflection in teacher professional learning to carry out effective learning.
... Learning analysis was carried out based on Transcript Based Lesson Analysis (TBLA). TBLA aims to investigate the characteristics of learning (Arani, 2017). Analysis of students' creative thinking skills using creative thinking indicators (Munandar, 1992). ...
This study aims to identify the growth of students' creative thinking skills in the implementation of learning sharing & jumping tasks in the buffer solution material. The method used in this research is descriptive qualitative. The research was conducted in one of Bandung's high school students of class XI with a total of 24 students. The instruments used for data collection were interview guidelines, audio and video recordings through zoom meetings and observation sheets. The collected data were analyzed based on Transcript Based Lesson Analysis (TBLA). The results showed that in the sharing task all aspects of creative thinking skills emerged during the learning process, namely in the aspects of fluent thinking, flexible thinking, original thinking, elaborative thinking, and evaluative thinking. Meanwhile, in the jumping task, there is one aspect that does not appear, namely the aspect of original thinking.
... In this case, the researcher acted as a model teacher and was observed by 3 observers, the research subjects consisted of 18 grade IX students in one of the public junior high schools in Payakumbuh District, Lima Puluh Kota Regency, West Sumatra Province. Learning analysis was carried out based on transcripts of each student's speech from audio and video recordings known as Transcript Based Lesson Analysis (TBLA), aiming to understand the characteristics of learning by dividing it into several segments so that it can focus on analyzing student activity from the learning dialogue (Arani, 2017). Students' verbal argumentation skills from aspects of social negotiation and epistemic understanding of arguments were identified using 6 main categories with 11 subcategories from Chen's Framework. ...
Argumentation skills are included as an important features for critical thinking that need to be trained to students. Being involved in argumentation leads students to be able to put forward arguments that are supported by data and scientific reasoning. The purpose of this study was to analyze students' scientific argumentation skills on biotechnology material using the Argument-Driven Inquiry (ADI) model. The method in this study used a qualitative descriptive method. Students' scientific argumentation skills during the learning process were analyzed from transcripts of audio recordings and learning videos known as Transcript Based Lesson Analysis (TBLA). The results of this study indicate that learning with the Argument-Driven Inquiry (ADI) model can build students' scientific argumentation skills. The six categories of social negotiation have been identified from student conversations when involved in scientific arguments, but are still dominated by the idea construction components, namely information seeking and elaboration. Meanwhile, the components of criticism of ideas including challenging, supporting, rejecting and defending are not often used by students. This is due to the limited knowledge of students about the material and the low understanding of epistemic arguments where they are not accustomed to using scientific evidence to support their claims.
... This way of lecturing results very teacher-centered, especially on explicit material as mathematics. Students with different educational backgrounds, roles passively and are unable to avoid the given lesson without having the opportunity to learn values that might be more important (Maulana et al., , 2019Ramdass & Zimmerman, 2008;Reza, 2017). ...
... Istilah lain berasal dari Department For International Development (2007) bahwa bahan ajar sebagai sumber daya pendidikan yang digunakan untuk meningkatkan keterampilan, kemampuan, dan pengetahuan peserta didik, untuk memantau asimilasi informasi, serta berkontribusi pada pengembangan dan pendidikan secara keseluruhan. Penggunaan bahan ajar perlu adanya alasan dalam penerapannya karena bahan ajar sebagai jembatan bagi guru untuk mentrasfer ilmu pengetahuan (Arani, 2017). Sehingga penggunaan bahan ajar sangat penting dalam proses pembelajaran di kelas, karena selain memiliki fungsi sebagai sarana dan alat pembelajaran untuk mencapai kompetensi dan subkompetensi, juga sebagai media atau jembatan untuk penyampaian materi dan pemahaman kepada peserta didik. ...
... The implementation of TBLA in Indonesia showed that TBLA could reveal a lot of related data about learning. This implementation can provide information about trends in the direction of communication, interaction, conversation, and teacher movements in the classroom (Arani, 2017;Arani et al., 2019;Janah et al., 2019). ...
Transcript Based Lesson Analysis (TBLA) is a transcript-based learning analysis method developed at Nagoya University, Japan. This new method is believed to justify the success of instructional design planned by the teacher. So far, the success of learning design has been reflected in student learning outcomes, even though the learning outcome data are not sufficient to provide an overview of the actual classroom conditions. This study aims to analyse the communication patterns in learning Chemistry using the TBLA method. This research is a descriptive qualitative study that analysed the lesson of Chemical Bonds and Carbon Atoms Characteristics, which were conducted in two Senior High Schools in South Kalimantan, Indonesia. The data were collected using observation and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by teachers and students and the frequency of keywords in learning chemistry. The data were transformed into graphs. The results showed that analysis using TBLA provided integrated information about communication patterns and classroom quality. In these two classes, communication pattern occurs in Chemistry learning was teacher-student interaction only. The multi-ways transactions pattern has not occurred. The low quality of teacher questions and the incomplete deep learning phase in learning chemistry caused the expected multi-directional transaction communication has not been conducted. The result implies that TBLA is an effective tool to reflect on teacher practices and improve their teaching process for better instructional practices.
... Then, the recorded video and voice were transcribed for further analysis. The description of students' critical thinking skills during the learning process was acquired based on the results of the analysis using the Transcript Based Lesson Analysis (TBLA) method (Arani, 2017). Transcript based lesson analysis is one of the lesson analysis methods used to analyze and reflect learning based on transcript. ...
Critical thinking skills become essential skills for students demanded by the 2013 curriculum. Effective learning critical thinking is very important for students in the classroom. This study aimed to identify students' critical thinking skills during chemistry learning process of molecular shapes. The method applied in this study was descriptive qualitative with a case study approach. It was conducted at one of high schools in Bandung were the participants were the tenth grade students’. The instruments used for data collection were audio, video and observation sheets. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results indicated that four out of twelve indicators of critical thinking skill had been identified in learning molecular shapes. The four indicators are formulating questions, answering the “why” questions, focusing on a question, judging the credibility of the sources, and interacting with others. The low achievement of critical thinking indicators was due to the method used in teaching which is still informative or transferring knowledge from teacher to student (teacher-centered) without giving sufficient time for students to reflect the material presented, link it with prior knowledge, or apply it in real life situations.
... Learning analysis was carried out based on Transcript Based Lesson Analysis (TBLA). TBLA aims to investigate the characteristics of learning (Arani, 2017). The students' critical thinking skill was identified using specific critical thinking indicators for learning natural science proposed by Liliasari. ...
This study aims to analyze students' critical thinking skill in exploiting covalent bond material. The method applied in this study was descriptive qualitative with a case study approach. It was conducted at one of high schools in Bandung were the participants were the tenth grade students’. The instruments used for data collection were audio, video and observation sheets. The collected data were analyzed using Transcript Based Lesson Analysis (TBLA). The results indicated that three out of twelve indicators of critical thinking skill had been identified in learning covalent bonds. The three indicators are formulating questions, answering the “why” questions, and identifying differences. The low achievement of critical thinking indicators was due to the method used in teaching which is still informative or transferring knowledge from teacher to student (teacher-centered) without giving sufficient time for students to reflect the material presented, link it with prior knowledge, or apply it in real life situations.
... Bahan ajar yang digunakan dan dijual bebas tersebut menjelaskan materi secara luas dan tidak fokus pada kompetensi yang diharapkan untuk dikuasai peserta didik. Dalam upaya untuk membuat kemajuan substansial pada isu-isu global, Elliott, Hargreaves dan Fullan (Arani, 2017) menyarankan bahwa solusi dan inovasi lokal yang praktis berakar dari sebuah kebutuhan. Hal tersebutlah memperkuat dasar bahwa solusi dan inovasi pembelajaran harus sesuai kebutuhan. ...
Abstrak: Bahan ajar yang dikembangkan merupakan bahan ajar bersifat interaktif yang merupakan variasi bahan ajar berbasis multimedia yang digunakan untuk menumbuhkan motivasi dan semangat belajar mahasiswa dalam pembelajaran, baik secara tatap muka atau secara mandiri di rumah. Tujuan dari pengembangan bahan ajar interaktif mata kuliah Filsafat Pendidikan adalah mengembangkan bahan ajar untuk digunakan secara mandiri oleh mahasiswa karena unsur interaktif dan kemudahan penggunaannya. Penelitian ini menggunakan metode penelitian pengembangan dengan menggunakan model pengembangan Warsita dengan tahapan (1) perencanaan; (2) produksi; dan (3) evaluasi. Pada tahap evaluasi diketahui bahwa hasil evaluasi pramester dari expert aspek media mencapai 80,27% (baik), expert aspek desain pembelajaran diperoleh 80,09% (baik), dan ahli aspek materi diperoleh 71,7% (baik). Hasil evaluasi perorangan mencapai 86,87% (sangat baik), uji coba kelompok kecil diperoleh 85,19% (baik), dan uji coba lapangan didapat 82,36% (baik). Dari hasil penelitian disimpulkan bahwa bahan ajar interaktif berbasis multimedia memiliki kelayakan untuk digunakan pada mata kuliah Filsafat Pendidikan.
Abstract: Teaching material developed is interactive teaching material which is a variation of multimedia-based teaching materials used to foster student motivation and enthusiasm for learning in learning, either face-to-face or as independently at home. The purpose of developing interactive teaching materials in the Philosophy of Education course is to develop teaching materials to be used independently by students because of the interactive elements and their ease of use. This research uses the development research method by using the Warsita development model with stages (1) planning; (2) production; and (3) evaluation. At the evaluation stage it was found that the results of the pre-semester evaluation from the media aspect expert reached 80.27% (good), the learning design aspect expert was obtained 80.09% (good), and the material aspect expert was 71.7% (good). Individual evaluation results reached 86.87% (very good), small group trials obtained 85.19% (good), and field trials obtained 82.36% (good). From the results of the study concluded that multimedia-based interactive teaching materials have the feasibility to be used in the Philosophy of Education courses.
... The Lesson Study cycle had been implemented in the second and third session. Sustainability of Lesson Study with context to culture and lesson planning will improve teaching continously (Sarkar Arani, 2017). ...
The study was conducted to observe the effectiveness of Lesson Study as an approach used to increase the skills of an out-of-field Mathematics teacher or ‘non-optional’ teacher, in building the conceptual understanding among students during the teaching and learning process. This qualitative case study was conducted using a Lesson Study approach involving a novice Mathematics teacher who is also a non-optional teacher, in a district of Seremban, Negeri Sembilan, Malaysia. An expert in Mathematics, School Improvement Specialist Coach(SISC+) was involved in the classroom observation. There were three different sessions conducted and the observation was recorded. Transcripts were prepared for the three observations for comparison and analytical review on the learning and teaching process with the Excellent Mathematics Teacher. It was observed that the Mathematics teacher’s competency improved after evaluating the students’ response and achievements after the learning session. Teachers who were involved,developed their skills and expertise through discussions during the Lesson Planning, teaching and review sessions. The teachers are more confident in addressing students issue as well as class control ‘Lesson Study’ approach had contributed to upgrade the skills and efficiency of the non-optional Mathematics teachers as well as enriching the learning strategy, approach and methodology.
... The urgency of teaching materials to achieve the learning process success has been conducted researches by several parties such as Arani (2017) who found that teachers in Japan are focused more on the students and study of teaching materials to improve the quality of learning. Onyango (2014) who conducted a research at Rachuonyo South Subcountry, found that if teaching materials were obtained in the proper way, they could improve students' learning achievement, and teachers should take a main role in obtaining, using, and developing appropriate teaching materials to improve the student's academic aspects. ...
This research aims to develop financial accounting learning tools namely; development of lesson plan, handouts, and learning media. The object of this research was the 11th grade students of accounting study program in Muhammadiyah 03 High Vocational School Singosari. The model of learning device development used Gall and Borg model. The stages were 1) Initial Needs Analysis; 2) Initial Product Developing; 3) Validation; 4) Product Revision I; 5) Limited Field Trial; 6) Product Revision II; 7) Field Trial; and 8) Final Product. The result of the research shows that the learning tools on financial accounting subject are valid/proper to be used. It is proven by the score of material expert judgment that is 82.8%, by the media expert that is 98.6%, by the education expert that is 86%, by the limited field trial (students and teachers ) that are 87.7% and 80.7%, and by Field trials that is 80.2%. In field trials, the development of learning tools can improve student learning outcomes. There are only 3 students who got their grades below the minimum mastery standard.
Engaging messages delivered by teachers are a key aspect of the classroom discourse that influences student outcomes. However, improving this communication is challenging due to difficulties in obtaining observations. This study presents a methodology for efficiently extracting actual observations of engaging messages from audio-recorded lessons. We collected 2,477 audio-recorded lessons from 75 teachers over two academic years. Using automatic transcription and keyword-based filtering analysis, we identified and classified engaging messages. This method reduced the information to be analysed by 90%, optimising the time and resources required compared to traditional manual coding. Subsequent descriptive analysis revealed that the most used messages emphasised the future benefits of participating in school activities. In addition, the use of engaging messages decreased as the academic year progressed. This study offers insights for researchers seeking to extract information from teachers' discourse in naturalistic settings and provides useful information for designing interventions to improve teachers' communication strategies.
Purpose
Teachers’ responses to students’ mistakes vary based on their countries’ social culture. We investigated the cultural script in a Mongolian lesson on teachers’ responses to students' mistakes.
Design/methodology/approach
We employed transcript-based lesson analyses and cultural transcript approaches. We gathered data from a Mongolian lesson and analysed the transcripts, emphasising the students’ mistakes.
Findings
We avoided drawing conclusions and offering recommendations on the shortcomings of Mongolian lessons because our approach was from a cultural standpoint. The teacher of our research lesson and interviewee teachers placed less emphasis on working with students' mistakes than other elements of teaching. They tended to ignore or merely acknowledge the students’ mistakes in order to continue the lesson as planned. During our discussions, we explored the potential relationship between the behaviourist approach and the way teachers handle their students' mistakes. We also considered how the subject matter might influence the types of mistakes. These findings could guide future research in this area.
Research limitations/implications
Though we tried to enhance the representativeness of our study with interviews, we were not satisfied with the qualitative analysis. Future research should focus more on conducting interviews and discussions with Mongolian and Japanese educators to incorporate cross-cultural perspectives. It will provide valuable insights for successfully adapting lesson studies in Mongolia.
Originality/value
To the best of the authors’ knowledge, there has been no international publication on Mongolian lesson studies on students’ mistakes. The cultural perspective of Mongolian lessons may be valuable to a global audience given the uniqueness of the Euro-Asian nomadic culture that is fast adapting to urbanisation in the globalising world.
The research was conducted to determine the effect of implementing a lesson study based on transcript-based lesson analysis on students' active learning, which was carried out using mixed methods. The population in this study were class VIII students at Al-Falah Islamic Middle School, Jambi City, with a sample of 25 students, namely 12 female students and 13 male students, selected using a non-probability sampling technique. The efforts made in this research were to apply lesson study in three stages, namely, planning, implementation, and reflection. Data collection in this study used observation, video/audio documentation, and observation sheets on student learning activities carried out in 2 lesson study cycles. The results obtained in cycle 1 showed that the teacher dominated the overall learning, but the students were also quite active. Meanwhile, in cycle 2, students dominate more in the learning process, which can be seen from the four indicators of student learning activity, whose activity category is better than in cycle 1. Implementing lesson study based on transcript-based lesson analysis can increase student learning activity.
Lesson study (LS), a teacher-oriented, student-focused professional development (PD) approach that originated in Japan, has spread globally. However, existing literature on the implementation of LS and its effectiveness provides inconsistent results, suggesting a need to review current research on LS. With a focus on LS in mathematics education, we examined 75 recent LS studies using Lewis’s (ZDM Mathematics Education 48:571–580, 2016. https://doi.org/10.1007/s11858-016-0792-x) framework to understand how LS is implemented and the pathways by which LS can impact teaching practice and student learning. We found that new developments have taken place in LS implementation, although challenges persist throughout its process. Regarding the implementation of LS, even though the examined LS studies generally contained four phases (study, plan, teach, and reflect), we found many LS lacked a research question, and the study of teaching materials was sometimes invisible. Across phases, studies shared a consensus that it is most critical to focus on students’ thinking and learning, yet reported challenges in maintaining this focus. In addition, the role of knowledgeable others (KOs) was recognized but inconsistently understood. Collaboration was also widely reported as a challenge. Finally, there were large variations in LS duration, with some LS implementing overly brief cycles. Regarding LS impact, the literature has more frequently reported changes in teachers’ knowledge and beliefs and less frequently in curriculum, learning community/professional norms, teaching practice, and student learning outcomes. The above challenges reflect a need for culturally relevant systemic support for developing sustainable and large-scale LS. We suggest future directions for continued research and practice improvement.
This research is based on an approach that looks at cross-cultural research design as a “lens” for a deeper understanding of what goes on in the classroom. The research question is how a cross-cultural study like this one can lead to identifying the cultural script of teaching and help educators reflect on their practice. In this context, Chinese lessons could be described as a case-based study of pedagogical reasoning that drives a shift from focusing on “content” to “competence”. This article draws on qualitative data collected by the researchers and a cross-cultural analysis of a science lesson in an elementary school in Beijing, China. Using the Japanese educators’ critiques and Chinese reviews, the article determines the cultural script of teaching science (the first research question) and the way Chinese teachers reflect on their practice through the Japanese lens (the second research question). This study exposes the importance of teachers’ understanding and reflecting on their practice, technically, practically, and critically. The analysis results show how teachers learn to change their lenses, to reflect on their teaching and reconstruct their understanding about teacher professionalism through at least four basic elements: didactics, praxis, pedagogy, and theory.
Purpose
This study aims to clarify the process of students' discussion in a problem-solving lesson developed autonomously by a teacher. It is expected to contribute to the accumulating and theorizing of teachers' professional development in school-based curriculum studies.
Design/methodology/approach
A transcript-based lesson analysis (TBLA) was conducted using quantitative and qualitative methods. The data were from a third-year junior high school social studies lesson in which whole-class discussions took place. The frequency of the appearance of keywords in the utterances was represented in the form of cumulative relative frequency graphs, and a diagram of the students' discussion process was drawn based on them.
Findings
The diagram confirmed the frequent occurrence, disappearance and transmission of keywords in the process of the lesson. The interpretation of the lesson transcript revealed that the students listened carefully to others' utterances, shared important keywords and examined the ideas critically. They were supported in identifying the connections between their interests by the teacher. The students' interactions and teacher's interventions were facilitated by the integrated curriculum design of teaching and learning.
Originality/value
This study verifies that students' collaborative and critical learning takes place in a lesson developed by a teacher based on the practiced curriculum. The findings of this study suggest that lesson study (LS) focusing on the words in utterances provide clues for evaluating the practiced curriculum and reveal the teacher's professional development.
The aim of this study is to elucidate the neriage-based teaching script shared by Japanese teachers as tacit knowledge and to visualize (where visualization means to bring a focal awareness to) the ethos and understanding that supports this, through analysis of three case-based studies of mathematics lessons from different time periods.The first case-based study/analysis is of a lesson – how many acorns did we pick up? – in which each child tackles the learning task and problem solving individually (1966, City T.). The second case-based study/analysis is a lesson – how would you find the grassy area? – in which children’s ideas are compared (1996, City N.). The third cased-based study/analysis is a lesson – how much did it all cost?- that utilizes the diversity of children’s ideas (2014, City K.). The authors examine critically the aspects of neriage that have changed over time in relation to the global world pedagogical trends and those that have not as Japanese pedagogical perspective, and discusses the teaching script (the visible structure) present in the lessons, and the ethos (the invisible mindset, such as the philosophy, attitude, beliefs etc.) behind it.KeywordsAuthentic learningCollaborative learningCritical thinkingDeep thinkingDialogic teachingJapanJapanese teachersMathematics lessonsNeriageNeriage-based teaching script
This study analyzes the science learning process through a TBLA-based lesson study (Transcript Based Lesson Analysis), where the analysis is focused on the teacher-centered and student-centered. There are stages of lesson study that are implemented, namely planning (plan), implementation (do), and reflection (see). This study uses a qualitative approach with a case study research type. This research was carried out in class VIII.2 of Al-Falah Islamic Junior High School in Jambi City from January 18 to February 22, 2021, through 2 research cycles. This study's data source was 32 students of class VIII.2, with details of 20 male students and 12 female students. Qualitative data were obtained through observation and documentation. Observers make statements during the learning process. At the same time, documentation is received from audio/video recordings of the learning process (interactions between teachers and students), which will then be transcribed in learning dialogue. The results obtained are based on the transcript of the conversation, which is made in a word unit graphic. It can be seen that the science learning process in cycle one and cycle two is still dominated by teachers or is teacher-centered. The teacher has allowed students to speak with existing questions and group discussions. The suggestion in this research is that teachers can apply TBLA-based lesson study in the learning process. Analytical techniques like this aim to improve the ability of teachers to enhance further learning processes.
This research is a qualitative descriptive study which aims to see the effect of sharing learning and jumping tasks on student interactions in the chemistry learning process at high school (SMA) in Subang district. This article will explain how interactions occur between students and teacher interactions with students in group discussions during the chemistry learning process. This research method is Didactical Design Research (DDR). Data collection using observation and recording (video and voice). Learning uses sharing and jumping tasks which are divided into three learning activities, namely opening activities, core activities (sharing and jumping) and closing activities. The results of the study were then transcribed and analyzed using the Transcript Base Lesson Analysis (TBLA) technique, showing that there was student interaction in the form of conversations between students and teachers in groups during the learning process but with different amounts in each learning activity. Most interactions are found in sharing activities, then in jumping task activities, opening activities and interactions at least occur in closing activities. Interaction is in the form of a conversation containing questions and answers between students, student presentations and sharing knowledge among students in groups. This shows that learning sharing and jumping tasks is able to foster good student interaction in learning.
Purpose: The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.
Design/methodology/approach: A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.
Findings: Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.
Practical implications: The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.
Originality/value: The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.
This study aims to examine how cross cultural analysis can lead to deeper understanding of the cultural script of teaching, and how teachers learn to transform their teaching script through a research-based transnational learning platform. In this study, emphasis is placed on a cross cultural analysis to view in depth the cultural script of teaching mathematics in Korea through the eyes of Japanese teachers and critical lenses of researchers’ feedback. The objective herein is to focus on the challenges whereby Korean teachers have to redesign teaching as they look at students as problem solvers. This cross cultural analysis attempts to determine the cultural script of teaching mathematics in Korea and improve the quality of teaching from the following two perspectives: 1) teacher teaching, and 2) student learning.
Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’ pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’ reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.
This chapter proposes a theoretical model of the impact of lesson study. Outcomes addressed include teacher outcomes (e.g., knowledge and beliefs), professional learning norms and routines, instructional routines and tools, and student learning outcomes. Four theoretical perspectives are used to examine lesson study impact: knowledge integration environment, self-determination theory, self-efficacy theory, and pedagogies of practice. The chapter also examines all four phases of the lesson study cycle – study, plan, teach, and reflect – and for each phase identifies major goals, challenges, strategies to overcome challenges, and relevant theoretical perspectives. In addition, reflection questions for each phase are proposed, which are designed to support educators and researchers to reflect on the effectiveness of their work during each phase. The chapter is based on 20 years of observations of lesson study and is intended to spark further conversation about the process and impact of lesson study.
This paper constitutes an attempt to produce a critical commentary on this volume that is informed by a ‘classroom action research’ tradition, which originated in the work of Lawrence Stenhouse and others at the Centre for Applied Research in Education (CARE) at the University of East Anglia in England. It involved a series of projects, which engaged groups of ‘teachers as researchers’ in their classrooms, and stimulated the development of a research tradition that impacted across the UK and Europe and more widely in the latter part of the twentieth century. The paper begins with a summary of the main ideas embedded in this tradition of collaborative classroom action research and then goes on to discuss in their light a number of themes and issues posed by contributions in this volume. These include the respective roles of academic experts and teachers in the lesson study process, the role of teachers in constructing accounts of lesson studies and creating ‘knowledge platforms’, the role of teachers as researchers in relation to curriculum development, the use of learning theories to inform lesson study and the problem of globalizing lesson study methodology across cultures and systems.
The study investigated the effect of usage of Teaching Learning Material (TLM) of Sampark on pupil's achievement in mathematics. The Study selected the sample from Grade Two students studying in Government Primary School, Bhimtal Block of Nainital District, Uttarakhand, India. The study named this pedagogy as Sampark means in-contact. Contact between students and between student and a teacher. Sampark pedagogy aims to develop sense of ideas, so that students work both independently and collaboratively. Sampark promotes to work with the partners in small groups. The teacher is responsible for ensuring that students understand the concepts of mathematics by contacting with each individual group and clarifying their doubts and insist them to solve their problems. Students play the participant role which includes; listening, writing, responding, questioning, work actively in group and critical assessment. The proposed study used two different types of tools; Diagnostic Tool as Pre Test and Endline Tool as Post Test for studying the effectiveness of Sampark Pedagogy. The Diagnostic Tool was administered between Aug-Sept 2016 and End Line Tool was administered from February-April 2017. 'Paired T Test' is used for analysing the assessment result in order to study the effectiveness of Pedagogy in teaching mathematics. The study is highly original; innovative especially it is an effort, to make teaching and learning process more pragmatic and result oriented.
This introductory article aims to provide a synthesis of the state-of-the art studies on lesson study with in-service mathematics teachers and an outlook on the entire issue. First, we report a systematic literature review on lesson study with in-service mathematics teachers. The findings are synthesized into four themes that include conceptualization of lesson study, theoretical perspectives on research on lesson study, benefits of implementing lesson study, and challenges in adapting lesson study. Then, we briefly introduce the articles in the current issue under four clusters. These are conceptualizations and adaptation of lesson study, teacher learning and improving teaching through lesson study, knowledgeable others’ learning, and interplay between theory and practice through lesson study. The literature review and the other articles in this special issue provide a ground for readers to reflect critically on the current research on and practice of lesson study and to discuss future directions for the development of lesson study.
There is no doubt that a lesson plan is a necessary product of Lesson Study. However, the collaborative work among teachers that goes into creating that lesson plan is largely under-appreciated by non-Japanese adopters of Lesson Study, possibly because the effort involved is invisible to outsiders, with our attention going to its most visible part, the live research lesson. This paper makes visible the process of lesson planning and the role and function of the lesson plan in Lesson Study, based on case studies conducted by Project IMPULS at Tokyo Gakugei University in three Japanese schools. The paper identifies key features of the planning process in Lesson Study, including its focus on task design and the flow of the research lesson, and offers suggestions for educators seeking to improve Lesson Study outside Japan.
New common standards for mathematics were adopted by most of the states in the US by 2010. Achieving these standards, however, is a challenge, since they require significant changes in how mathematics is taught. Lesson study (jugyou kenkyuu) is a form of professional development that has been credited for supporting profound changes in teaching in Japan, but its effectiveness outside of Japan has been uneven. From research on school-based lesson study in Japan and from the research on and experience with lesson study in schools in the US, the authors hypothesize that certain institutional structures and practices are important for maximizing its impact, but are sometimes omitted from lesson study outside of Japan. The authors introduce a new term: collaborative lesson research (CLR), defined to include those structures and practices. A three-phase model of school-based CLR, focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the US. This paper provides details of the pilot program and preliminary results from some of the partner schools.
Purpose
– The purpose of this paper is to briefly describe the role of lesson study in implementation of national curriculum reforms in Japan, identifying key features that may be of interest to policy-makers in other countries.
Design/methodology/approach
– Literature review, observation, and artefact collection were used to study the role of lesson study in educational reform in Japan.
Findings
– One key characteristic of implementation of national curricular reforms in Japan is that lesson study allows primary and secondary schools, universities, district and prefectural offices, and subject-matter associations to collaborate in implementation. Some key features of the lesson study-supported system of implementation of curricular reform in Japan includes: the ability of school-based lesson study groups to leverage regional and national subject-matter expertise; school learning routines that enable systematic study, refinement, and dissemination of practice (e.g. kyouzai kenkyuu , public research lessons, grade-level collaboration); and policy structures that support implementation (e.g. grants for designated research schools, a period to try out new standards before they are required by law).
Research limitations/implications
– While some features of lesson study transfer readily from Japan to other countries (such as the usefulness of curriculum study, live lessons, and interchange with more experienced teachers), comprehensive systems for using lesson study to support curricular reform are yet to develop outside Japan. This paper identifies the policy, cultural, and infrastructural elements of the Japanese system that allow lesson study to effectively support implementation of new curriculum.
Originality/value
– Successful implementation of curricular reform at the classroom level is a persistent difficulty in many countries. Japan's system illustrates how the strengths of teacher leadership and research-based content can be joined to support curriculum implementation, through interlocking systems of lesson study.
In the early 1890s, Dr William Halsted developed radical mastectomy for breast cancer. Surgeons performed the Halsted procedure for more than 80 years even though there was little systematic evidence for its success. Then a new breed of scholars subjected the procedure to formal methods of evaluation unknown to Halsted.1 The methods—randomized controlled trials (RCTs) principal among them—led to a surprise: radical mastectomy had no advantage over simpler forms of treatment.2
Lesson study (jugyou kenkyuu) has spread outside Japan in the last decade, providing opportunities to see how lesson study fares in countries where the instructional practices and curriculum materials differ from those in Japan. This study reports an elementary mathematics lesson study cycle from the United States. To investigate the nature of the support for teachers' learning during the curriculum study ("kyouzai kenkyuu") phase of lesson study, we first compared a US. and Japanese teacher's manual in their treatment of area of quadrilaterals. The coding scheme captured features hypothesized to influence teachers' learning from curriculum including information on student thinking, learning trajectory and rationale for pedagogical decisions (Ball & Cohen, 1996). While the US. teacher's manual provided more correct student answers and more often suggested adaptations for particular categories of students (e.g., English-language learners), the Japanese manual provided more varied individual student responses and more rationale for pedagogical choices. We provided the Japanese curriculum and teacher's c manual to a US. lesson group and observed them during lesson study; US. teachers found some Japanese curriculum features useful (e.g., student thinking) and other features challenging (e.g., focus on a single problem). A comparison of the US. teachers' pre-and post-lesson study cycle lesson plans suggested that the teachers more thoroughly anticipated student thinking after working with the Japanese textbooks and teacher's manuals. We suggest that kyouzai kenkyuu on a well-designed teacher's manual may enable "coherent curriculum" at the policy level to be enacted in the classroom.
Purpose
The purpose of this paper is to pull together articles published in the journal over the last five years in terms of their relevance to the main themes and issues that have shaped its development.
Design/methodology/approach
The idea is that the paper enables teachers and researchers in schools and higher education institutions to access a substantial and unique collection of lesson and learning studies, and articles about the theoretical and methodological issues they raise, in the context of a rapidly globalising phenomenon.
Findings
The paper sets a framework for evaluating the growth and development of lesson studies as a form of practice-based teacher research.
Originality/value
This paper, authored by the founding chief editor of the IJLLS, establishes conceptual links between the theory and practice of lesson study and the wider field of practice-based pedagogical research.
Purpose
– The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens.
Design/methodology/approach
– The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition.
Findings
– Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us.
Originality/value
– The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.
Purpose
– The purpose of this paper is to examine a seventh grade mathematics lesson in Iran and Japan through a comparative analysis for illuminating what actually goes on in the classroom in different cultural contexts. Emphasis is here placed on Iranian oral and Japanese literal teaching traditions.
Design/methodology/approach
– Qualitative research methods were employed for data collection, including cross-cultural lesson analysis meetings in Iran and Japan and semi-structured interviews with the participants of the meetings. In doing this, the study plans to make apparent the structure of meaning hidden in lesson practice – a so-called cultural script of teaching – by comparing this practice in cultural context, through the eyes of educators from different socio-cultural perspectives.
Findings
– The findings are intended to clarify the mathematical communication approach used in Iran and Japan. Mathematical communication proceeds through speaking rather than writing in Iran, discussing before summarizing and taking notes (speaking/listening), while in Japan, it proceeds through writing before telling and speaking (writing/reading).
Research limitations/implications
– This study delivers a transnational learning opportunity for educators to learn how to provide evidence-based analysis of a lesson for professional learning to raise the quality of teaching. However, as this is a case study, it opens up the possibility for comparative lesson analysis of more sample lessons, and how active learning and dialogic teaching can be designed in different educational contexts. In addition, it may be interesting for educators to see how this comparative lesson analysis helps practitioners to revise their teaching. These are very important research questions which the researcher hopes to cover in his next manuscript.
Practical implications
– Comparative lesson analysis has the potential to expand more “research in practice” for designing mathematics lessons from the perspective of the students – so-called “customized teaching.” In addition, how the silent process of each individual student in the lesson has impacted on their learning and understanding – so-called “personalized learning” – is one of the issues arising from the case studies.
Social implications
– The value of comparative lesson analysis as a lens is in its ability to reveal to educators their own unconscious teaching script. It provides an opportunity for evidence-based critiques of our own teaching traditions that we accept culturally, share tacitly and may not even be aware of in the construction process.
Originality/value
– This study combines careful measurement with “insider” and “outsider” perspectives to provide a deeper understanding of the real world of the classroom and the cultural context of teaching.
Originating in Asia, lesson study is gradually spreading around the globe. As evident from the papers in this issue, we have much to learn as it is implemented in a variety of cultural contexts. In this article we reflect on the goals of lesson study, the organizational supports required to sustain the practice in various contexts, and the benefits that may be derived from making more explicit the connections between lesson study and the wider field of improvement science. Both research and practice can benefit from learning from, and about, the process of importing cultural routines.
This paper discusses how implementation of Lesson Study (LS) has brought about evolving changes in the quality of mathematics classroom teaching in one Chinese primary school. The Japanese model of LS was adapted as a teacher professional development to improve mathematics teachers’ teaching practices. The LS group consisted of five mathematics teachers. Data were collected through video recording of lesson observations, reflection and interviews with the teachers and selected pupils. Altogether five lessons were recorded: one each before and after commencing the Lesson Study; as well as one research lesson for each of the three Lesson Study cycles. In this study, the well-known Interconnected Model of Teacher Growth was used as the analytical framework to observe teacher change in the iterative processes of enactment and reflection between the four domains: external domain, teachers’ personal domain, the domain of practice and the domain of consequence. Analysis of the results show five observed changes in teaching practices: (a) innovative use of teaching materials; (b) choice and sequencing of learning tasks; (c) empowering pupils to create questions; (d) resizing the group; and (e) better teacher engagement. These results showed that there were connections among the four domains; and the dynamic enactment and reflection shared by the most to the least experienced teachers was evident of teacher growth.
Given the effect of lesson study on improving the quality of mathematics instruction and supporting teachers’ professional development, this paper describes how a lesson study using five practices for mathematics discussion was implemented in the Korean context. This paper then analyzes how the lessons were changed through the lesson study cycle and what the participating teachers learned through lesson study. The results showed that the lessons were changed to specify learning goals for students, to devise mathematical tasks in a rigorous and meaningful way, and to design the lesson structure to maximize students’ engagement. The results also demonstrated that the lessons were enhanced by implementing the five practices. Whereas the anticipating practice was well-implemented from the beginning of the lesson study cycle, the connecting practice was fully established only in the final phase of the cycle. The participating teachers learned the importance of detailed lesson planning, realized the complexity of teaching practices, and developed a better understanding of how to utilize students’ ideas. Building on these results, it is expected that they will expand our understanding of lesson study and facilitate international dialogue regarding the professional development of in-service mathematics teachers.
This study examines how mathematics teaching research specialists mentor practicing teachers during post-lesson debriefs of a lesson study in China. Based on a systematic, fine-grained analysis of 107 h of videotaped mentoring meetings of 20 groups of teachers and teaching research specialists from different elementary schools, this study reveals that the Chinese teaching research specialists pay a great deal of attention to practical knowledge which consists of setting students’ learning goals, designing instructional tasks, formative assessment of students’ learning and improving instructional behaviors. Less attention is paid to mathematics content knowledge and general pedagogical knowledge. Meanwhile, the teaching research specialists tend to comment on lessons in general and address anticipated problems based on their previous experience, and pay less attention to address issues raised by the teachers or to engage in dynamic dialogue with them. On the basis of the data analysis, a framework for analyzing mentoring activities emerges. The strengths and weaknesses of the teaching research specialists’ mentoring strategies are identified through the framework, and suggestions to improve the teaching research specialists’ mentoring strategies are discussed.
This article presents research on how teacher developers in the United States learn to conduct lesson study. Although the practice of lesson study is expanding rapidly in the US, high-quality implementation requires skilled facilitation. In contexts such as the United States where this form of professional development is relatively novel, few teachers have participated in lesson study, so leaders of lesson study groups do not have that prior experience to draw upon for facilitation. To establish lesson study groups, teacher developers are therefore needed in the US context, but we know little about how leaders who are new to lesson study learn to do this work. To investigate this, two novice teacher developers were followed for a period of eighteen months, from their first exposure to the literature on lesson study, through their participation in lesson study conferences, apprenticeship with an experienced lesson study leader, and into their independent conduct of lesson study groups. Data show that the facilitators learned to contend with such issues as teacher resistance, the use of time, and the shifting imperatives of directing teachers’ work versus stepping back to give teachers autonomy in determining their collective work. The article concludes by suggesting that lesson study functions as a countercultural bulwark in the field of teacher learning by promoting a participant-driven, time-intensive form of professional development, and that, despite its novelty and complexity, teacher developers with strong mathematical and pedagogical backgrounds become reasonably skillful facilitators in a surprisingly short span of time.
As lesson study becomes more widely practiced in the United States, it is important that lesson study practitioners shift their focus from simply practicing lesson study to practicing lesson study effectively and meaningfully. In this chapter, we describe an important process in lesson study called kyozaikenkyu. We argue that a deep and critical kyozaikenkyu is an essential component of successful lesson study. We also discuss some implications for mathematics teacher educators in their work with both preservice and inservice teachers.
Purpose
– The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in the Singapore classroom.
Design/methodology/approach
– This exploratory study adopts a cultural approach of viewing teaching and learning and compares classroom practice in two countries – Japan and Singapore. Contextually, the cultural differences in beliefs and values define how educators learn about what is “good” teaching.
Findings
– The cultural script of teaching of the science lesson case values the setting of learning tasks that encourage a variety of ideas. It also sets a tone of inquiry-based learning where students are open to questioning, the formulation of ideas and the presentation of solutions. In the science lesson case, the teacher aimed at providing opportunities for students to think for themselves and to engage in group discussion. This study identifies key aspects of the science lesson for revealing the teaching script based on a cross-cultural lesson analysis. Figure 1 summarizes such facets of teacher teaching and student learning in detail as a result of the lesson analysis. Furthermore, it draws attention to recognizing areas of the lesson script which the Japanese team found effective/ineffective as well as identifying the Singaporean team's reflections on feedback from Japanese educators.
Research limitations/implications
– Through this study, the research team raises the following questions. Are there common practices that make for effective learning and if so what are these? From the perspectives of Japanese and Singaporean researchers and educators, what might be the different elements of teaching that will bring about better student learning?
Originality/value
– An important avenue for inquiry in teaching is how to create teaching-learning processes that nurture students’ ability to deal with the unexpected as well as their application skills – competencies that are required of students to function in the twenty-first century. The research team suggests a cross-cultural analysis approach for future research investigating the cultural script of teaching.
In this essay, Gary Thomas argues that education research repeatedly makes a mistake first noted by Dewey: it misunderstands our science. This misunderstanding has led to attempts to import various putatively scientific precepts into education inquiry. But in reality, he argues, those "scientific" precepts do not characterize scientific endeavor, which is fluid and plural: science flexes to any angle to answer the questions that are posed in any field. Questions in education concern worlds of practice and social relations where change and corrigibility draw the parameters for inquiry. Education research becomes valuable only when it takes account of the reality of the educational endeavor. Thomas urges us to strive to forge a new science of education based on singular and shared understandings of such practice.
In this article, Anthony Bryk, Heather Harding, and Sharon Greenberg report on a roundtable jointly sponsored by Teach For America and the Carnegie Foundation for the Advancement of Teaching. The authors brought together a group of scholars and practitioners with a broad range of perspectives and asked them to explore several questions related to the emerging national narrative on effective teachers: What is an effective teacher? How do we leverage this moment of enormous energy in producing more effective teaching to advance meaningful improvements at scale? Where are the current sites of success? What can we learn from what is working? The article is organized around the edited transcript of the roundtable discussion and is supplemented by author commentaries. The authors seek to illuminate and reimagine the current "nonsystem" in order to accelerate progress toward a wholly new approach to developing the teaching force our nation and our children need.
Purpose
– The purpose of this paper is to examine an Iranian mathematics lesson through the eyes of Japanese educators, and the critiques of Iranian teachers for raising the quality of teaching. In this paper, the Japanese lesson study process is considered as an approach to raising the quality of teaching.
Design/methodology/approach
– Qualitative methods including pre-lesson planning, peer observation of the lesson, post-lesson discussion, and semi-structured interviews with the participants of the post-lesson discussion meetings in Iran and Japan were employed for data collection. A detailed description and analysis of the lesson is provided for deep understanding of students’ mathematical communication in the class and teachers’ points of view in the post-lesson discussions about raising the quality of teaching.
Findings
– The findings are intended to clarify the significant influence that cross-cultural analysis has exerted on raising the quality of teaching and developing a culture of transnational learning that supports teachers to design appropriate learning tasks, to conceptualize mathematical phenomena, and to provide mathematical communication which encourage students to participate more in classroom activities.
Research limitations/implications
– This study provides a transnational learning opportunity for Iranian teachers to learn from Japanese educators how to deliver evidence-based analysis of a lesson for raising the quality of teaching in practice, look culturally and differently at what actually goes on in the classroom, and localize lesson study as a global approach to the “science of improvement.” However, issues to be considered in future studies include how such “small changes” can be linked together in local communities to expand the improvement from bottom up, and how to facilitate collaboration with the global community to expand transnational learning.
Practical implications
– Traditionally in Iran, there are a variety of teacher training programs but there are no examples of lesson study like those that take place in Japan as a model of practitioner inquiry for raising quality of teaching. Hence, it can be said that Japanese lesson study may provide a new approach of transnational learning in the Iranian education context for building a “science of improvement.”
Social implications
– In the case of Iran, especially at the elementary school level, teachers do not have enough preparation or experience. Therefore, raising the quality of teaching through lesson study that has an actual impact on teacher and teaching quality and developing a “science of improvement” has become a pressing concern in national and international contexts.
Originality/value
– The case study shows that the transfer of the Japanese model of lesson study plays a significant role in harnessing the potential of students and teachers as well as teachers themselves by improving teaching. Efforts by teachers to communicate and learn from each other’s strengths, in fact lead to the realizing of the students potential and thinking process. In particular, it helps supply more open-end and in-depth task learning, which anticipates student thinking, understanding, recognizing and questioning.
The theory and tools of “improvement science” have produced performance improvements in many organizational sectors. This essay describes improvement science and explores its potential and challenges within education. Potential contributions include attention to the knowledge-building and motivational systems within schools, strategies for learning from variations in practice, and focus on improvement (rather than on program adoption). Two examples of improvement science in education are examined: the Community College Pathways Networked Improvement Community and lesson study in Japan. To support improvement science use, we need to recognize the different affordances of experimental and improvement science, the varied types of knowledge that can be generalized, the value of practical measurement, and the feasibility of learning across boundaries.
Lesson Study (LS) case studies were conducted in two secondary school
teaching practice placements in England. Using Dudley’s framework, Geography
and Modern Languages trainees and school-based colleagues collaboratively
planned a ‘research lesson’. This 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.
Successfully integrated, LS improves support for teacher development in
teaching practice placements.
For several historical and cultural reasons, the United States has long pursued a strategy of improving teaching by improving teachers. The rarely questioned logic underlying this choice says that by improving the right characteristics of teachers, they will teach more effectively. The authors expose the assumptions on which this logic is built, propose an alternative approach to improving teaching that engages teachers (and researchers) directly in the work of improving teaching, present some indirect evidence to support this approach, and examine the cultural traditions and beliefs that have kept the conventional approach in place for so long.
To solve two enduring problems in education—unacceptably large variation in learning opportunities for students across classrooms and little continuing improvement in the quality of instruction—the authors propose a system that centers on the creation of shared instructional products that guide classroom teaching. By examining systems outside and inside education that build useful knowledge products for improving the performance of their members, the authors induce three features that support a work culture for creating such products: All members of the system share the same problems for which the products offer solutions; improvements to existing products are usually small and are assessed with just enough data; and the products are jointly constructed and continuously improved with contributions from everyone in the system.
We explore our efforts to create a conceptual framework to describe and analyse the challenges around preparing teachers to create, sustain, and educate in a 'community of learners'. In particular, we offer a new frame for conceptualizing teacher learning and development within communities and contexts. This conception allows us to understand the variety of ways in which teachers respond in the process of learning to teach in the manner described by the 'Fostering a Community of Learners' (FCL) programme. The model illustrates the ongoing interaction among individual student and teacher learning, institutional or programme learning, and the characteristics of the policy environment critical to the success of theory-intensive reform efforts such as FCL.
Purpose
– Teachers in the USA have been conducting lesson study for more than ten years since it was introduced from Japan in the late 1990s. Although interest in conducting lesson study in the USA is still strong and greater numbers of teachers have become involved in this professional learning, there are significant obstacles to conducting high quality and effective lesson study that enhances teachers’ content and pedagogical knowledge, as well as improving their instruction and student learning in classrooms. Because of the needs of improvement in lesson study in the USA, so it can be administered effectively and sustained, the purpose of this paper is to discuss the current status of lesson study in the USA, what high quality and effective lesson study is, and what ideas might be help to improve lesson study in the USA.
Design/methodology/approach
– In this paper, issues that are common barriers to conducting effective lesson study, such as: US teachers’ misunderstanding or lack of understanding of lesson study; teachers’ insufficient knowledge of content, pedagogical content, curriculum knowledge; lack of support from administrators for lesson study; non‐systematic approach to implement lesson study; and having short‐sighted vision to conduct lesson study will be discussed. The discussions are based on the author's 12 years of experience working with teachers, schools, and school districts in the USA, interactions and information exchanges with other lesson study educators and researchers and professional development coordinators in schools and districts in the USA, and existing research documents in the USA. Through this discussion, the author attempts to provide suggestions for improving lesson study in the USA.
Findings
– In order for lesson study to be successful, teachers need to think of lesson study as a way to improve their own learning as well as student learning. Spending more time studying mathematical content and curriculum, developing a strong pedagogical content knowledge with colleagues, and establishing a professional community of learning through lesson study will help it to be effective for improving classroom teaching and learning.
Originality/value
– The paper provides some helpful suggestions for improving quality and effectiveness of lesson study in order to improve: classroom teaching – teacher's content, pedagogical content and curriculum knowledge; and student learning. The paper is particularly valuable for lesson study practitioners, and administrators and staff developers who are implementing lesson study in schools.
Purpose
– The purpose of this paper is to explore the potential of lesson study for the development of a science of teaching cast in the form of John Dewey's “laboratory model” of learning to teach.
Design/methodology/approach
– The early sections compare the “laboratory” with the “apprenticeship” and “rationalist” models of learning to teach, which emphasise the primacy of practice and theory respectively. The unity of theory and practice embodied in the “laboratory model” is outlined, linking the development of teachers’ theoretical understanding with the development of their practice. A distinction between pedagogy and teaching is drawn. The later sections examine the potential of lesson study to develop as a teachers’ based pedagogical science, particularly when informed by variation theory. The paper concludes by suggesting ways in which different theories of learning can be integrated into learning study, and points to ways in which particular studies can contribute to the systematic construction of pedagogical knowledge.
Findings
– There can be no pedagogy without casting teaching as an experimental science, in which pedagogical theories are appropriated, tested and further developed as a source of pedagogical principles. Pedagogy therefore consists of a science of teaching in which teachers actively participate in knowledge construction. Lesson study when informed by an explicit learning theory, such as variation theory, provides a strong basis for the development of a practitioner‐based science of teaching.
Originality/value
– The paper creates original links across disparate work in the field of teaching and learning.
Incl. abstract, tabl. Background From 2002 onwards, initiatives and first steps for the project International Comparative Analysis of Learning and Teaching (ICALT) have been taken by the inspectorates of education in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands. The inspectorates of education in these European countries reviewed the results of research on the basic characteristics of good and effective teaching and selected standards and indicators for an observation instrument that could be used to evaluate the quality of teaching. The inspectorates from these countries jointly developed an instrument to observe and analyse the quality of learning and teaching in primary schools. Purpose The observation instrument was piloted for reliability and inter-rater reliability, and for validity, in the four countries. Sample Mathematics lessons in England, Flanders (Belgium), Lower Saxony (Germany) and The Netherlands were observed in 854 classrooms, with children who were about 9 years old when they started the school year. Design and methods Inspectors in the four countries were trained in the proper use of the observation instrument, and used the instrument during their own inspections or evaluations. Results This study shows that the quality of teaching in the four countries can be compared in a reliable and valid way as regards five aspects: 'efficient classroom management', 'safe and stimulating learning climate', 'clear instruction', 'adaptation of teaching' and 'teaching-learning strategies'. Conclusions It is found that only a few percentage points of difference between teachers are due to differences existing in the four countries. Furthermore, it may be concluded that the five aspects of quality of teaching are positively and significantly correlated with pupil involvement, attitude, behaviour and attainment.
- Day C.
Handbook of Complementary Methods in Education Research
- L A Rex
- S C Steadman
- M K Graciano
The Theory and Practice of Lesson Analysis, Reimei Shobo
- T Shigematsu
- K Ueda
- S Hatta
Lesson study and teachers’ professional development in Japan
- K Akita
- A Sakamoto
Constructing educational theory through lesson analysis
- Y Shibata
You can only see what you have chosen to see