International Journal for Lesson and Learning Studies: Volume 13 Issue 4

The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: evidence from Ethiopia

Temesgen Yadeta Dibaba, Abbi Lemma, Maina Faith, Adula Bekele Hunde

The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma…

The use of pattern blocks in developing students' higher-order thinking skills

Narumon Changsri, Maitree Inprasitha, KeowNgang Tang, Nisakorn Boonsena, Auijit Pattanajak

This study aimed to explore students’ higher-order thinking skills development when they engaged in pattern blocks learning activities using Blended Learning Classroom teaching…

Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process

Yuta Arii

This study examines the relationship between teacher leadership and learning in lesson study (LS).

Bringing academic disciplines together to focus on literacy: a secondary school case study

Daryl Allan Michel

The purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy.

Mongolian educators’ approach to student mistakes: an empirical study from a cultural perspective using lesson analysis

Boldsuren Bishkhorloo, Nyamgerel Choijilsuren, Shibata Yoshiaki, Sarkar Arani Mohammad Reza, Sakamoto Masanobu

Teachers’ responses to students’ mistakes vary based on their countries’ social culture. We investigated the cultural script in a Mongolian lesson on teachers’ responses to…

Lesson study in Content and Language Integrated Learning: making young case pupils’ learning visible through English alongside translanguaging and trans-semiotising

Silvia Frank Schmid

The paper reports how lesson study helped to make the learning of students with limited English competencies visible in Content and Language Integrated Learning (CLIL).

Contributions of Lesson Study to the reconstruction of teachers' practical knowledge within a virtual setting context. Case study at Universidad Nacional de Educación (Ecuador)

Víctor Miguel Sumba Arévalo, Patricia Pérez Morales, Natalia Fátima Sgreccia, Encarnación Soto Gómez

This article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educación…

Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies

Fernanda Marques Santinha, Marcos Onofre, Maria Martins

Researching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for…

Teacher noticing within the context of lesson study: a systematic review and prospective trends

Hange Yun, Qiaoping Zhang, Wei Cao, Xiaolei Zhang

Teacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the…

Students' thinking dispositions and teacher's approaches in conflict situations: a case study of a secondary school mathematics class in Japan

Marie Toyoshima

This study aims to depict the process of creating a culture of thinking in relation to developing thinking dispositions, focusing on conflicts between students and teachers at the…

The impact of the lesson study model on students' mathematics achievement and attitudes: a mixed-methods research

Ahmet Aykan

This article aims to investigate the impact of the Lesson Study (LS) model on students' mathematics achievement and attitudes toward mathematics.