Research-practice partnerships in lesson and learning studies: a review from Asian experiences

ABSTRACT

Twenty-one research papers on lesson and learning studies (LLS) based on Asian experiences were selected for this review. Three modes of “partnership” from the perspective of cultural-historical activity theory (CHAT) were used as a conceptual framework to analyse the selected papers with a focus on research-practice partnerships (RPPs) in LLS. By comparing and contrasting the modes revealed in these reviewed papers, RPPs in Asian contexts were categorized as cooperation, collaboration, and communication, which co-exist in LLS practices in the past decade. By analysing the embodiments, characteristics, and functions of each pattern of RPPs, a transitioning approach to constructing communicative RPPs in LLS is proposed as creating normalized interactions between research and practice, forming shared authentic objects, and reconceptualizing the scripts of research and practice in LLS. It has implications for developing both research and practice by strengthening RPPs through flexible and collective mutual understanding.

KEYWORDS:

• Lesson and learning studies (LLS)
• research-practice partnerships (RPPs)
• cultural-historical activity theory (CHAT)
• Asia

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed here.

Notes

1. In China, there are more than 100,000 teaching researchers working in teaching research institutes at different levels (school, district, city, or national levels). They play multiple roles of guiding teaching research, overseeing teaching administration in schools on behalf of educational bureaus, providing consultation for educational authorities, mentoring the implementation and revision of new curricula, building the bridge between modern educational theories and teaching experiences, and promoting high-quality classroom instruction (Huang et al., 2016).

2. In Japan, the role of the koshi is typically performed by a highly experienced former school teacher of mathematics who has subsequently moved to a position in a university. A koshi may also be a teacher from a school affiliated with a national university, a district/ prefecture supervisor or a Principal from another school. Some schools invite the same koshi to give final comments for all of the research lessons taking place during 1 year, while other schools ask different koshis to give final comments each time (Watanabe & Wang-Iverson, 2005).

Additional information

Funding

This work was supported by the Funding of Landmark Academic Achievement at Faculty of Education, Capital Normal University [21530420006].

Notes on contributors

Ge Wei

Ge Wei is an Associate Professor at College of Elementary Education, and Director of Research Centre for Children and Teacher Education, Capital Normal University, China. His research interests centre on teacher education, teaching and learning. His recent publications appear on Teaching and Teacher Education, and Journal of Curriculum Studies.

Rongjin Huang

Rongjin Huang is a Professor of Department of Mathematical Sciences, Middle Tennessee State University, Murfreesboro, Tennessee, USA. His research centres on lesson and learning studies.