References
- Akkerman, S. and Bakker, A., 2011. Boundary crossing and boundary objects. Review of educational research, 81 (2), 132–169. doi:https://doi.org/10.3102/0034654311404435.
- Alsup, J., 2006. Teacher identity discourses: negotiating personal and professional spaces. Mahwah, NJ: Erlbaum.
- Ball, S., Maguire, M., and Braun, A., 2012. How schools do policy: policy enactments in secondary schools. London: Routledge.
- Biesta, G.J.J., 2017. The rediscovery of teaching. Oxon: Routledge.
- Block, P., 1987. The empowered manager. San Francisco: Jossey-Bass.
- Bocala, C., 2015. From experience to expertise: the development of teachers’ learning in lesson study. Journal of teacher education, 66 (4), 349–362. doi:https://doi.org/10.1177/0022487115592032.
- Borko, H., Elliott, R., and Uchiyama, K., 2002. Professional development: a key to Kentucky’s educational reform effort. Teaching and teacher education, 18 (8), 969–987. doi:https://doi.org/10.1016/S0742-051X(02)00054-9.
- Bransford, J., Brown, A., and Cocking, R., 2000. How people learn: brain, mind, and experience and school. Washington, DC: National Academy Press.
- Bronfenbrenner, U., 1979. The ecology of human development. Cambridge, MA: Harvard University Press.
- Burns, A. and Knox, J.S., 2011. Classrooms as complex adaptive systems: a relational model. TESL-EJ, 15 (1), 1–25.
- Byrne, D., 1998. Complexity theory and the social sciences. London: Routledge.
- Cilliers, P., 1998. Complexity and postmodernism. London: Routledge.
- Darling-Hammond, L., et al., 2009. Professional learning in the learning profession. Washington, DC: National Staff Development Council.
- Davids, D., et al., 2013. Complex systems in sport. Abingdon: Routledge.
- Davis, B. and Sumara, D., 2010. Enabling constraints: using complexity research to structure collective learning. In: J. Butler and L. Griffin, eds. More teaching games for understanding: moving globally. Champaign, Ill: Human Kinetics, 105–120.
- Davis, B. and Sumara, D., 2001. Learning communities: understanding the workplace as a complex system. New Directions for Adult and Continuing Education, 92, 85–95. doi:https://doi.org/10.1002/ace.43.
- Day, C. and Smethem, L., 2009. The effects of reform: have teachers really lost their sense of professionalism? Journal of educational change, 10 (2–3), 141–157. doi:https://doi.org/10.1007/s10833-009-9110-5.
- Delamont, S., ed., 2012. Handbook of qualitative research in education. Cheltenham: Edward Elgar.
- Dudley, P., ed., 2016. Lesson study – professional learning for our time. Oxon: Routledge.
- Dudley, P., et al., 2019. Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution. European Journal of education, 54 (2), 202–217. doi:https://doi.org/10.1111/ejed.12337.
- Engestrom, Y., Engestrom, R., and Karkkainen, M., 1995. Polycontextuality and boundary crossing in expert cognition: learning and problem solving in complex work activities. Learning and Instruction, 5 (4), 319–336. doi:https://doi.org/10.1016/0959-4752(95)00021-6.
- Ertsas, T. and Irgens, E., 2017. Professional theorizing. Teachers and teaching, 23 (3), 332–351.
- Gale, T., 2018. What’s not to like about RCTs in education. In: A. Childs and I. Menter, eds. Mobilising teacher researchers – challenging educational inequality. London: Routledge, 207–223.
- Gibson, J.J., 1979. The ecological approach to visual perception. Boston, MA: Houghton Mifflin.
- Hammerness, K., 2001. Teachers’ visions: the role of personal ideals in school reform. Journal of educational change, 2 (2), 143–163. doi:https://doi.org/10.1023/A:1017961615264.
- Hara, M. and Sherbine, K., 2018. Be[com]ing a teacher in neoliberal times: the possibilities of visioning for resistance in teacher education. Policy futures in education, 16 (6), 669–690. doi:https://doi.org/10.1177/1478210318758814.
- Hervas, G. and Medina, J.L., 2020. Key components of lesson study from the perspective of complexity: a theoretical analysis. Teachers and Teaching, 26 (1), 118–128. doi:https://doi.org/10.1080/13540602.2020.1745174.
- Humes, W., 2008. Policy making in Scottish education. In: T.G.K. Bryce and W.M. Humes, eds., Scottish education – beyond devolution. 3rd ed. Edinburgh: Edinburgh University Press, 69-79.
- Irvine, W. and Jess, M., 2018. Self-study exploring the impact of lesson study to physical education student teachers. In Presentation at the Scottish Educational Research Association Conference, University of Glasgow, 21–23 November.
- Jess, M., 2020. Teaching on the edge. In: M. Peters and R. Heraud, eds. Encyclopedia of educational innovation. Singapore: Springer. doi:https://doi.org/10.1007/978-981-13-2262-4_99-1.
- Jones, K., 2020. 2020: fresh perspectives on familiar themes. Professional development in education, 46 (1), 1–4. doi:https://doi.org/10.1080/19415257.2020.1694187.
- Jones, K. and O’Brien, J., eds. 2014. European perspectives on professional development in teacher education. Oxon: Routledge.
- Keay, J.K., Carse, N., and Jess, M., 2019. Understanding teachers as complex professional learners. Professional development in education, 45 (1), 125–137. doi:https://doi.org/10.1080/19415257.2018.1449004.
- Khalil, E.L. and Boulding, K.E., eds., 1996. Evolution, order and complexity. London: Routledge.
- Lamb, P. and Aldous, D., 2016. Exploring the relationship between reflexivity and reflective practice through lesson study within initial teacher education. International journal for lesson and learning studies, 5 (2), 99–115. doi:https://doi.org/10.1108/IJLLS-11-2015-0040.
- Lamont, M. and Molnar, V., 2002. The study of boundaries and the social sciences. Annual reviews of sociology, 28 (1), 167–195. doi:https://doi.org/10.1146/annurev.soc.28.110601.141107.
- Le Fevre, D., Timperley, H., and Ell, F. 2016. Curriculum and pedagogy: the future of teacher professional learning and the development of adaptive expertise. In: D. Wyse, L. Hayward, and J. Pandya, eds. The SAGE handbook of curriculum, pedagogy and assessment. London: Sage, Vol. 1, 309–324.
- Lewis, C. and Tsuchida, I., 1998. The basics in Japan: the 3 C’s. Educational leadership, 55 (6), 32–37.
- Lingard, B., Ladwig, J., and Luke, M., 1998. School effects in postmodern conditions. In: R. Slee, G. Weiner,and, and S. Tomlinson, eds. School effectiveness for whom? Challenges to the school effectiveness and school improvement movements. London: Falmer, 84–100.
- Loomis, S., Rodriguez, J., and Tillman, R., 2008. Developing into similarity: global teacher education in the twenty‐first century. European journal of teacher education, 31 (3), 233–245. doi:https://doi.org/10.1080/02619760802208288.
- Marton, F., Hounsell, D., and Entwistle, N., eds., 2005. The experience of learning: implications for teaching and studying in higher education. 3rd ed. Edinburgh: University of Edinburgh.
- Mason, M., 2008. What is complexity theory and what are its implications for educational change? Education philosophy and theory, 40 (1), 135–149. doi:https://doi.org/10.1111/j.1469-5812.2007.00413.x.
- Maton, K., 2011. Segmentalism: the problem of building knowledge and creating knowers. In: D. Frandji and P. Vitale, eds. Knowledge, pedagogy and society: international perspectives on Basil Bernstein’s sociology of education. Abingdon: Routledge, 126–140.
- Meadows, D., 2008. Thinking in systems: a primer. White River Junction, VT: Chelsea Green Publishing.
- Morrison, K., 2003. Complexity theory and curriculum reforms in Hong Kong. Pedagogy, Culture and Society, 11 (2), 279–302. doi:https://doi.org/10.1080/14681360300200174.
- Morrison, K., 2010. Complexity theory, school leadership and management: questions for theory and practice. Educational management administration and leadership, 38 (3), 374–393. doi:https://doi.org/10.1177/1741143209359711.
- O’Leary, M. and Wood, P., 2017. Performance over professional learning and the complexity puzzle: lesson observation in England’s further education sector. Professional development in education, 43 (4), 573–591. doi:https://doi.org/10.1080/19415257.2016.1210665.
- Osberg, D. and Biesta, G., eds. 2010. Complexity theory and the politics of education. Amsterdam: Sense Publishers.
- Osberg, D., Doll, W., and Trueit, D., 2009. Editorial: limiting complexity. International journal of complexity and education, 6 (2), iii–x.
- Osterman, K.F. and Kottkamp, R.B., 1993. Reflective practice for educators: improving schooling through professional development. Newbury Park, CA: Corwin Press.
- Ovens, A., Garbett, D., and Hutchinson, D., 2016. Becoming teacher: exploring the transition from student to teacher. In: J. Loughran and M.L. Hamilton, eds. International handbook of teacher education. Singapore: Springer, 353–378.
- Ovens, A., Hopper, T., and Butler, J., eds., 2013. Complexity thinking in physical education: reframing curriculum, pedagogy and research. London: Routledge.
- Page, D., 2017. The surveillance of teachers and the simulation of teaching. Journal of education policy, 32 (1), 1–13. doi:https://doi.org/10.1080/02680939.2016.1209566.
- Prigogine, I., 1976. Order through fluctuations: self organization and social system. In: E. Jantsch and C. Waddington, eds.. Evolution and consciousness: human systems in transition. Reading, MA: Addison-Wesley.
- Rex, L.A., Steadman, S.C., and Graciano, M.K., 2006. Researching the Complexity of Classroom Interaction. In: J.L. Green, G. Camilliand, and P.B. Elmore, eds. Handbook of complementary methods in educational research. London: Lawrence Erlbaum, 727–771.
- Rogoff, B. and Lave, J., eds., 1984. Everyday cognition: its development in social context. Cambridge, MA: Harvard University Press.
- Rovegno, I., 2006. Situated perspectives on learning. In: D. Kirk, D. Macdonald, and M. O’Sullivan, eds. The handbook of physical education. London: Sage, 262–274.
- Schön, D.A., 1983. The reflective practitioner: how professionals think in action. New York: Basic Books.
- Scottish Government, 2011. Advancing professionalism in teaching: the report of the review of teacher employment in Scotland – mcCormac report. Available from: https://ssta.org.uk/pdf/McCormacReview/McCormacReportSept2011.pdf. Accessed 1 May 2019.
- Scottish Government, 2017. A research strategy for scottish education. Available from: https://www.gov.scot/publications/research-strategy-scottish-education. Accessed 1 May 2019.
- Senge, P., 1990. The fifth discipline. New York: Doubleday.
- Shulman, L. and Shulman, J., 2004. How and what teachers learn: a shifting perspective. Journal of curriculum studies, 36 (2), 257–271. doi:https://doi.org/10.1080/0022027032000148298.
- Smedley, B., et al., 2019. Lesson Study as professional learning: empowering practitioners to produce and use evidence to inform practice. Presentation at the Scottish Educational Research Association Conference, University of Edinburgh, 20–22 November.
- Smith, R., 1996. Something for the grown-ups. In: J. Furlong and R. Smith, eds. The role of higher education in initial teacher education. Oxon: Kogan Page, 195–212.
- Stigler, J.W. and Hiebert, J., 1999. The teaching gap: best ideas from the world’s teachers for improving education in the classroom. New York: The Free Press.
- Stokols, D., 1992. Establishing and maintaining healthy environments: toward a social ecology of health promotion. American psychologist, 47 (1), 6–22. doi:https://doi.org/10.1037/0003-066X.47.1.6.
- Vaughn, M. and Faircloth, B., 2013. Teaching with a purpose in mind: cultivating a vision. The professional educator, 37 (2), 1–12.
- Welk, G., 1999. The youth physical activity promotion model: A conceptual bridge between theory and practice. Quest, 51 (1), 5–23. doi:https://doi.org/10.1080/00336297.1999.10484297.
- Wenger, E., 1998. Communities of practice: learning meaning and identity. Cambridge: Cambridge University Press.
- Willems, I. and Van den Bossche, P., 2019. Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis. International journal for lesson and learning studies, 8 (4), 257–271. doi:https://doi.org/10.1108/IJLLS-04-2019-0031.
- 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. London: Routledge, 29–58.
- Zeichner, K., 2014. The struggle for the soul of teaching and teacher education in the USA. Journal of education for teaching: International research and pedagogy, 40 (5), 551–568.