Index
Lesson Study in Initial Teacher Education: Principles and Practices
ISBN: 978-1-78756-798-6, eISBN: 978-1-78756-797-9
Publication date: 29 November 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Wood, P., Larssen, D.L.S., Helgevold, N. and Cajkler, W. (Ed.) Lesson Study in Initial Teacher Education: Principles and Practices, Emerald Publishing Limited, Leeds, pp. 215-220. https://doi.org/10.1108/978-1-78756-797-920191018
Publisher
:Emerald Publishing Limited
Copyright © 2020 Phil Wood, Deborah Lynn Sorton Larssen, Nina Helgevold and Wasyl Cajkler
INDEX
Note: Page numbers followed by “n” indicate footnotes.
Action research
, 27, 100, 120, 123, 190
Active inquiry skills
, 192
Activity theory
, 49
Ambitious teaching practices
, 134, 137, 141–142
Apprenticeship
approach
, 7
model
, 5
Asymmetrical relationships in LS groups
, 68–71
Attention-dependant knowledge
, 110, 194
Authentic Teacher Education (Netherlands)
, 8
Boundary
crosser
, 148
object
, 150
zone
, 150
Brookfield’s analysis
, 193
Building a High-Quality Teaching Profession
, 5
Classrooms
, 197
classroom-based practice
, 193
classroom-oriented processes
, 198
complexity challenges for student-teachers
, 109–111
context
, 56
Clock-time
, 163–164
and lesson study
, 165–168
Cognitive learning
, 53–54, 56–57, 90
Cognitive participation
, 177–178, 182–183
Cognitive principle of relevance
, 57
Collaborative evaluation
, 112
Collaborative inquiry
, 197
Collaborative learning
, 49
modes
, 55
potential
, 51
Collaborative lesson research (CLR)
, 63
Collaborative lesson study
, 23–24, 107–109
Collaborative planning
, 62, 198
asymmetrical relationships in LS groups in ITE contexts
, 68–71
issues for lesson planning in ITE lesson study
, 64–68
lesson planning in lesson study
, 63–64
of research lesson
, 154
Collaborative practice
, 8, 55, 122, 190, 196
Collaborative reflective practice
, 23
Collective action
, 178–179, 183–184
Communicative principle of relevance
, 55, 57
Communicator
, 51
Communities of Practice
, 71
Complexity
challenges of classroom
, 109–111
of teaching
, 190
of time
, 163–165
Conceptualisation of learning
, 48–52
Critical reflection
, 106
Critical reflective analysis
, 197
Cultural-historical activity theory (CHAT)
, 148
perspective on school–university partnerships in ITE
, 149–151
Decisional capital
, 190
Declarative knowledge
, 53
Department for Education (DfE)
, 120
Differential observation
, 76
sheet
, 86
Dyadic lesson study
, 192
Dyadic school-based mentor/student-teacher pairing
, 192
Education
, 190
Educational researchers
, 10–11
Educators
, 10–11
‘Efficiency-driven’ models
, 9
Emotional learning
, 90
English as a foreign language (EFL)
, 93–94, 125–126, 129
‘European model’ of lesson study
, 24–25
Finnish teacher education
, 9
Heterodox approaches
, 39–40, 206
Heuristics
, 48, 50–51, 57
relevance theory and
, 58
High-leverage practices
, 4, 134
Higher education institutions (HEI)
, 17–18, 24, 151
rationale for change
, 18–19
Holistic professional growth model
, 190
Human capital
, 190
Hybrid approaches
, 33, 36–37
In-class literacy
, 194–195, 198
In-service teachers
, 18–19, 24, 26, 91, 93–94, 142, 154, 181
Infection prevention and control (IPC)
, 175–176
Informal networks
, 208–209
Initial teacher education (ITE) (see also ITE lesson study)
, 2–4, 17, 32, 48, 62, 105, 119, 133–134, 148, 161, 173, 190–192, 203
lesson study fit in
, 196–198
lesson study future in
, 203–211
practice orientation
, 4–6
professional learning through partnership
, 8–9
research orientation 6–7
researching lesson study
, 121–122
student-teachers’ written reports
, 122–124
Instructional activities
, 136–138
ITE activity system
, 149
boundary space
, 149
ITE lesson study (see also Initial teacher education (ITE); Lesson study (LS))
, 9–12, 32–35, 203–204
challenges and advantages
, 41–42
developing
, 204
examples of models in partnerships
, 156–157
focus in
, 54–55
future developments for
, 204–205
heterodox approaches
, 39–40
individual/team scale
, 204–206
key features
, 152
learning study
, 40–41
lesson planning issues in
, 64–68
observation approach in
, 81–84
observation experience in
, 80–81
organisational scale
, 206–208
partnership/regional scale
, 208–209
practicum-based lesson study
, 37–39
research and knowledge exchange
, 209–211
structures and approaches
, 33
university-based and hybrid approaches
, 33, 36–37
Japan, lesson study into
, 19–22
Jugyou kenkyuu (see Lesson study (LS))
Kenkyuu jugoy (see Research lessons)
Knowledge
, 49
attention-dependant
, 110
declarative
, 53
dimension
, 195, 197
knowledge-rich profession
, 2
research and knowledge exchange
, 209–211
subject and pedagogic
, 110
Knowledgeable others (KO)
, 25, 32, 37, 62–63, 69, 152–153, 167, 192
Kyouzai kenkyuu
, 10–11, 23–24, 63, 154
Language
, 52
language-based interactions
, 27
Learning (see also Student-teachers learning)
, 25–26, 48
challenge
, 87, 153
from challenging case
, 66–68
conceptualisation
, 48–52
focus in ITE lesson study
, 54–55
lesson study cycle
, 52–54
observation and
, 77–80
process
, 211
from promising case
, 66–68
of pupils
, 56–57
of student-teachers
, 55–56
student-teachers and pupils combination
, 57–59
study
, 25–26, 40–41
to teach
, 191
Lesson artefacts
, 92–94
Lesson planning
issues in ITE lesson study
, 64–68
in lesson study
, 63–64
Lesson study (LS) (see also ITE lesson study)
, 4, 108, 119, 148, 173, 189–190, 192
asymmetrical relationships in LS groups
, 68–71
clock-time and
, 165–168
collaborative lesson study
, 23–24
within current Japanese education system
, 20–21
cycle
, 10–11, 36, 39, 41–42, 48–49, 51–59, 62–64, 66, 82–83, 91–92, 95–96, 105, 114, 121–122, 135, 137, 140, 186, 199, 209
European model
, 24–25
expansion from Japan
, 21–22
fits in ITE
, 196–198
with given instructional activities
, 136–138
within ITE partnerships
, 151–156
into Japan
, 19–20
for learning communities in Japan
, 21
learning study vs.
, 25–26
lesson planning in
, 63–64
models in school placement
, 64–65
objectives of
, 153
practicing talk moves in
, 138–140
principles behind
, 25
for professional learning
, 26–27
review form
, 83
and rhythm
, 168–170
in Valencia
, 125–129
Lifelong learning process
, 1–2
‘Math Labs’
, 134, 136
Melbourne Master of Teaching programme (Australia)
, 8
Microteaching Lesson Study (MLS)
, 140
MOVE project
, 177–179
National-level reports
, 121
Neoliberal conceptualisation of ITE
, 6
Normalisation Process Theory (NPT)
, 174–175, 190
as analytical tool
, 180
cognitive participation
, 177–178, 182–183
coherence
, 175–176, 181–182
collective action
, 178–179, 183–184
to encourage embedding of lesson study
, 186
as interactive tool
, 185–186
reflexive monitoring
, 179–180, 184–185
Observation
, 75–77, 89
approach in ITE lesson study
, 81–84
experience in ITE lesson study
, 80–81
extending
, 85–87
and learning
, 77–80
preparation
, 84–85
reviewing research lesson
, 87
Organisation of Economic Cooperation and Development (OECD)
, 3–4
Oxford Internship Scheme (UK)
, 8
Participatory approaches
, 100–101
Partnership
partnership/regional scale
, 208–209
professional learning through
, 8–9
Pedagogic content knowledge (PCK)
, 49, 123
Pedagogic/pedagogy
, 152–153, 156
black-box
, 198
of enactment
, 5
knowledge
, 110
literacy
, 191–196
Peer-driven process
, 165
Peer-learning lesson study
, 38
Peer-micro-teaching lesson study (PMLS)
, 36–37, 169
Pirie-Kieren Dynamical Theory
, 49
Politicisation of teacher education policy and practice
, 6
Postgraduate Certificate of Education programme
, 192
Practice
development
, 204, 206, 208, 212
orientation
, 4–6, 11
practice-oriented professional development
, 4n2
Practicum
challenges and affordances
, 111–112
practicum-based lesson study
, 37–39
Practitioner development through pedagogic literacy
current challenges to teacher professionalism
, 190–192
lesson study
, 189–190
lesson study fit in ITE
, 196–198
pedagogic literacy
, 192–196
Pre-service teacher
, 156–157, 183
lesson study groups
, 156
Procedural knowledge
, 49
Professional capital development
, 190
Professional development
, 18–20, 22, 26–27, 210
Professional Development Schools (US)
, 8
Professional learning
for lesson study
, 26–27
through partnership
, 8–9, 11
Professional noticing
, 110, 112
PROSPERO
, 211
Pupil
interviews of case pupils
, 86–87
learning of
, 56–57
participation
, 100
Pupil learning
, 42, 90–91
interrogation of lesson artefacts and recordings
, 92–94
methods
, 91–92
pupil voice through interviews and questionnaires
, 94–99
student participatory techniques to plan, and evaluate learning
, 99–101
Pupils’ perspectives, challenges in capturing
, 90–91
interrogation of lesson artefacts and recordings
, 92–94
methods
, 91–92
pupil voice through interviews and questionnaires
, 94–99
student participatory techniques to plan, and evaluate learning
, 99–101
Qualitative approach to lesson observation
, 82
Qualitative research synthesis
, 210
Questionnaires
, 98–99
pupil voice through
, 94–99
Quick Image
, 137–138, 143
‘Re-teaching’ lesson
, 155–156
Recordings
, 92–94
Reflection
, 190, 196
in action
, 107
on action
, 107
Reflective practices
, 49, 54
in student-teachers
, 107–109
in teacher education
, 106–107
Reflective reporting
, 129
Reflexive monitoring
, 179–180, 184–185
Relevance
, 51
cognitive principle of
, 57
communicative principle of
, 55, 57
maximisation of
, 52–53
theory and heuristics
, 58
Reporting lesson study
, 120–121
from assignments to scholarly research
, 124–125
in ITE
, 121–122
Research and knowledge exchange
, 209–211
‘Research based, state-of-the-art practice’
, 5
Research lessons
, 10, 87
collaborative planning of
, 154
observing
, 154–155
rehearsing
, 140
with TTOs
, 140–143
Research orientation 6–7
, 11
Research-based professional development 4n2
Researching lesson study
, 120–121
Resident Assessment Instrument–Home Care (RAI-HC)
, 177, 179
Rhythm
, 162, 164–165
lesson study and
, 168–170
Scaffolding planning process
, 65–66
School activity system
, 149
boundary space
, 149
School placement, lesson study models in
, 64–65
School-based collaborative professional development
, 135–136
School-based mentors
, 109, 112–113, 140, 168
dyad
, 156–157
School-based staff
, 65, 153
‘School-led’ ITE model
, 9, 157
School–university partnerships
, 9, 150–151
CHAT perspective on
, 149–151
Scrutiny of written work/artefacts
, 87
Situated learning
, 49
Socio-constructionist theories
, 27
Socio-cultural approach
, 54
Spatio-temporal model
, 204
Stimulated recall interviewing (SRI)
, 91, 96–97, 100
Student participatory techniques
, 99–101
Student-teachers
, 37–39, 42, 64–65, 69, 109, 110, 166
challenges of classroom complexity
, 109–111
reflective practices in
, 107–109
school-based mentors and
, 112–113
teaching
, 8
Student-teachers learning
, 48, 55–56, 150
lesson study with given instructional activities
, 136–138
practicing talk moves in lesson study
, 138–140
rehearsing research lessons
, 140
research lessons with TTOs
, 140–143
tools
, 134
Student-teachers’ written reports
in ITE
, 122–124
lesson study in Valencia
, 125–129
reporting lesson study in ITE
, 121–122
researching and reporting lesson study
, 120–121
Study of materials for teaching (see Kyouzai kenkyuu)
Supervision sessions, practical implications for
, 114–115
Teacher (see also Student-teachers)
, 1, 163
challenges to teacher professionalism
, 190–192
collaboration
, 190
education
, 31–32
educators
, 62, 65, 107, 109
expertise
, 190
growth
, 180, 191, 193, 196
identifying key evidential opportunities
, 90
mentor
, 65, 69–71
responsibility
, 26
Teacher time-outs (TTOs)
, 134, 206
research lessons with
, 140–143
Teachers as Students project (TasS project)
, 65–68, 95, 167
Teaching
, 193
ambitious teaching practices
, 134, 137, 141–142
complexity of
, 190
quality
, 2
strategies
, 191
Teaching Gap, The
, 10, 22, 148, 203
Technological pedagogical content knowledge (TPCK)
, 123
Time
clock-time and lesson study
, 165–168
complexities of
, 163–165
lesson study and rhythm
, 168–170
pressures
, 162
TIMMS video study (Trends in International Mathematics and Science study)
, 21–22
Valencia, lesson study in
, 125–129
Variation theory
, 25–26, 40, 48
Wenger’s Communities of Practice theory
, 49
- Prelims
- Chapter 1: International Changes and Approaches in Initial Teacher Education
- Chapter 2: An Introduction to Lesson Study
- Chapter 3: Lesson Study in ITE: A Family of Approaches
- Chapter 4: Whose Learning in ite Lesson Study? Gaining the Most from Lesson Study in Relation to Learning
- Chapter 5: The Role of Collaborative Planning: How to Use Joint Planning as a Learning Process in Lesson Study
- Chapter 6: The Role of Observation in ITE Lesson Study
- Chapter 7: Capturing Other Perspectives: Lesson Artefacts, Pupil Voice and Participatory Potential in ITE Lesson Study
- Chapter 8: Reflective Practice and the Lesson Study Process in Initial Teacher Education
- Chapter 9: Student-Teachers’ Written Reports About Their Own Learning Processes from Lesson Study
- Chapter 10: Tools for Helping Student-Teachers Learning the Complex Work of Teaching in Lesson Study Cycles
- Chapter 11: Lesson Study Partnerships in Initial Teacher Education
- Chapter 12: The Thorny Issue of Time
- Chapter 13: Normalisation Process Theory in ITE Lesson Study
- Chapter 14: The Wider Perspective on Lesson Study: Developing a Holistic View of Practitioner Development Through Pedagogic Literacy
- Chapter 15: The Future of Lesson Study in Initial Teacher Education
- Index