Investigating teacher learning in Lesson Study: the important link between reported observations and change of plans

References

• Barnes, Y. and Solomon, Y., 2014. Empowering teachers as learners: continuing professional learning programmes as sites for critical development in pedagogical practice. In: O. McNamara, J. Murray and M. Jones, eds. Workplace learning in teacher education: International practice and policy. Dordrecht: Springer Science & Business Media, 137–150.
   Google Scholar
• Cajkler, W., et al., 2014. Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional development in education, 40, 511–529. doi:https://doi.org/10.1080/19415257.2013.866975
   Google Scholar
• Cavanagh, S., 1997. Content analysis: concepts, methods and applications. Nurse researcher, 3, 5–16.
   Google Scholar
• Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38, 181–199. doi:https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Dudley, P., 2013. Teacher learning in Lesson Study: what interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and teacher education, 34, 107–121.
   Web of Science ®Google Scholar
• Dudley, P., 2016. How Lesson Study works and why it creates excellent learning and teaching. In: P. Dudley, ed. Lesson Study: professional learning for our time. Oxfordshire: Routledge, 1–28.
   Google Scholar
• Ermeling, B.A. and Graff-Ermeling, G., 2014. Learning to learn from teaching: a first-hand account of lesson study in Japan. International journal for lesson and learning studies, 3 (2), 170–191. doi:https://doi.org/10.1108/IJLLS-07-2013-0041
   Google Scholar
• Fernandez, C., Cannon, J., and Chokshi, S., 2003. A US–Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and teacher education, 19 (2), 171–185. doi:https://doi.org/10.1016/S0742-051X(02)00102-6
   Web of Science ®Google Scholar
• Fernandez, C. and Yoshida, M., 2004. Lesson study: a case of a Japanese approach to improving instruction through school-based teacher development. New York: Routledge.
   Google Scholar
• Freire, P., 2000. Pedagogy of freedom: ethics, democracy, and civic courage. Lanham, Maryland: Rowman & Littlefield Publishers.
   Google Scholar
• Hsieh, H.F. and Shannon, S.E., 2005. Three approaches to qualitative content analysis. Qualitative health research, 15 (9), 1277–1288. doi:https://doi.org/10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Huang, R. and Shimizu, Y., 2016. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM - mathematics education, 48, 393–409. doi:https://doi.org/10.1007/s11858-016-0795-7
   Google Scholar
• Isoda, M., 2015. The science of lesson study in the problem solving approach. In: I. Maitree, I. Masami, and Y. Ban-har, eds. Lesson study: challenges in mathematics education. Vol. 3. Singapore: World Scientific, 81–108.
   Google Scholar
• Kennedy, A., 2005. Models of continuing professional development: a framework for analysis. Journal of in-service education, 31, 235–250. doi:https://doi.org/10.1080/13674580500200277
   Google Scholar
• Larssen, D.L.S., et al., 2018. A literature review of lesson study in initial teacher education: perspectives about learning and observation. International journal for lesson and learning studies, 7, 8–22. doi:https://doi.org/10.1108/IJLLS-06-2017-0030
   Web of Science ®Google Scholar
• Lewis, C., 2009. What is the nature of knowledge development in lesson study? Educational action research, 17, 95–110. doi:https://doi.org/10.1080/09650790802667477
   Google Scholar
• Meijer, P.C. and Oolbekkink, H.W., 2012. Critical moments as heuristics to transform learning and teacher identity. In: M. Koy and K. van Veen, eds.Teacher learning that matters: international perspectives. New York: Routledge. 143–157.
   Google Scholar
• Mercer, N., 2004. Sociocultural discourse analysis. Journal of applied linguistics, 1 (2), 137–168. doi:https://doi.org/10.1558/japl.2004.1.2.137
   Google Scholar
• Mercer, N. and Littleton, K., 2007. Dialogue and the development of children’s thinking: a sociocultural approach. Oxon: Routledge.
   Google Scholar
• Mortimer, E. and Scott, P., 2003. Meaning making in secondary science classrooms. Philadelphia: Open University Press.
   Google Scholar
• Murata, A., et al. 2011. Introduction: conceptual overview of Lesson Study. In: L.C. Harts, ed. Lesson study research and practice in mathematics education. Dordrecht: Springer, 1–12.
   Google Scholar
• O’Leary, M., 2012. Exploring the role of lesson observation in the English education system: a review of methods, models and meanings. Professional development in education, 38, 791–810. doi:https://doi.org/10.1080/19415257.2012.693119
   Google Scholar
• Pella, S., 2011. A situative perspective on developing writing pedagogy in a teacher professional learning community. Teacher education quarterly, 38, 107–125.
   Google Scholar
• Perry, R.R. and Lewis, C.C., 2009. What is successful adaptation of lesson study in the US? Journal of educational change, 10 (4), 365–391. doi:https://doi.org/10.1007/s10833-008-9069-7
   Google Scholar
• Ricks, T.E., 2011. Process reflection during Japanese lesson study experiences by prospective secondary mathematics teachers. Journal of mathematics teacher education, 14, 251–267. doi:https://doi.org/10.1007/s10857-010-9155-7
   Google Scholar
• Robinson, N. and Leikin, R., 2012. One teacher, two lessons: the lesson study process. International journal of science and mathematics education, 10, 139–161. doi:https://doi.org/10.1007/s10763-011-9282-3
   Web of Science ®Google Scholar
• Ronda, E., et al. 2013. Scaffolding teacher learning though Lesson Study. In: S. Ulep, ed. Lesson study: planning together, learning together. Quezon City, Philippines: UPNISMED, 195–216.
   Google Scholar
• Saito, E., 2012. Key issues of lesson study in Japan and the United States: a literature review. Professional development in education, 38, 777–789. doi:https://doi.org/10.1080/19415257.2012.668857
   Google Scholar
• Säljö, R., 2010. Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning, 26 (1), 53–64. doi:https://doi.org/10.1111/j.1365-2729.2009.00341.x
   Web of Science ®Google Scholar
• Säljö, R., 2017. Læring-en introduksjon til perspektiver og metaforer. 2nd. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Shuy, R, 1988. Identifying dimensions of classroom language. In: J. L. Green and J.O. Harker, eds. Multiple Perspective Analysis of Classroom Discource. Norwood, N.J: Ablex, 115–134.
   Google Scholar
• Sims, L. and Walsh, D., 2009. Lesson study with preservice teachers: lessons from lessons. Teaching and teacher education, 25, 724–733. doi:https://doi.org/10.1016/j.tate.2008.10.005
   Web of Science ®Google Scholar
• Stevenson, H., 2019. Editorial: professional learning–what is the point? Professional development in education, 45, 1–2. doi:https://doi.org/10.1080/19415257.2019.1549306
   Web of Science ®Google Scholar
• Stiegler, J.W. and Hiebert, J., 1999. The teaching gap. Best ideas from the worlds, 6, 28.
   Google Scholar
• Tsui, A.B. and Law, D.Y., 2007. Learning as boundary-crossing in school–university partnership. Teaching and teacher education, 23, 1289–1301. doi:https://doi.org/10.1016/j.tate.2006.06.003
   Web of Science ®Google Scholar
• Vrikki, M., et al., 2017. Teacher learning in the context of Lesson Study: a video-based analysis of teacher discussions. Teaching and teacher education, 61, 211–224. doi:https://doi.org/10.1016/j.tate.2016.10.014
   Web of Science ®Google Scholar
• Warwick, P., et al., 2016. Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM - mathematics education, 48, 555–569. doi:https://doi.org/10.1007/s11858-015-0750-z
   Google Scholar
• Warwick, P., et al. 2019. The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education, 49 (4), 435–455. doi:https://doi.org/10.1080/0305764X.2018.1556606
   Web of Science ®Google Scholar
• Williams, J., Ryan, J., and Morgan, S., 2014. Lesson study in a performative culture. In: O. McNamara, J. Murray and M. Jones, eds. Workplace learning in teacher education: International practice and policy. Dordrecht: Springer Science & Business Media, 151–167.
   Google Scholar
• Wood, K., 2018. The many faces of lesson study and learning study. International journal for lesson and learning studies, 7, 2–7. doi:https://doi.org/10.1108/IJLLS-10-2017-0047
   Web of Science ®Google Scholar
• Xu, H. and Pedder, D., 2016. Lesson Study: an international review of the research. In: P. Dudley, ed. Lesson Study: professional learning for our time. Oxfordshire: Routledge, 29–58.
   Google Scholar
• Yoshida, M., 2012. Mathematics lesson study in the United States: current status and ideas for conducting high quality and effective lesson study. International journal for lesson and learning studies, 1, 140–152. doi:https://doi.org/10.1108/20468251211224181
   Google Scholar