The conceptualisation and impact of a post-graduate course in lesson and learning study

Elliott, John and Austin, Lucy (2019) The conceptualisation and impact of a post-graduate course in lesson and learning study. Educational Action Research, 27 (4). pp. 460-480. ISSN 0965-0792

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Abstract

This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools. The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design . This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse’s idea of ‘the teacher as a researcher’ and his ‘process model’ of curriculum development as an alternative to the globally dominant ‘objectives model’. Then in turn, the framework incorporates Marton and Booth’s pedagogical theory of ‘variation’. The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning

Item Type: Article
Uncontrolled Keywords: lesson and learning study,conceptual framework,teachers as researchers,process model,variation theory,implementation problems in schools
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: LivePure Connector
Date Deposited: 25 Mar 2019 09:30
Last Modified: 18 Mar 2020 02:48
URI: https://ueaeprints.uea.ac.uk/id/eprint/70326
DOI: 10.1080/09650792.2018.1485591

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