Anne Mette Færøyvik Karlsen and Nina Helgevold
The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of…
Abstract
Purpose
The purpose of this paper is to shed light on teachers’ attention to student learning in post-lesson discussions in Lesson Study (LS) by exploring the depth and analytic stance of noticing (van Es, 2011) and by identifying interactions that may extend or narrow the levels of noticing.
Design/methodology/approach
The study has dug deeply into post-lesson discussions in the context of two different LS groups at a Norwegian lower secondary school.
Findings
The paper provides empirical insights about crucial elements of teachers’ learning processes pertaining to their professional noticing. Sharing of rich descriptions of evidence of student learning appeared to be a necessary foundation for the deepening of the teacher groups’ analytic approach. The study highlights the importance of teacher groups’ openness and attention to the collected data and a shared willingness to go deep into the interpretations. Interthinking and exploratory talk (Littleton and Mercer, 2013) are emphasised as important social interaction and talk modes to deepen the analytic stance and depth of noticing.
Research limitations/implications
Even though this is a small study, it brings to light important knowledge about how interactions in post-research lesson discussions in LS can influence teachers’ professional noticing.
Practical implications
An implication of the study is to design observation forms that capture student learning as tools for teachers’ professional noticing.
Originality/value
This paper fulfils an identified need to investigate teachers’ learning processes in LS, including how interactions within a teacher group influence noticing.
Details
Keywords
Anne Mette Færøyvik Karlsen and Nina Helgevold
Efforts in using Lesson Study (LS) as a tool for Professional Development (PD) has in a Norwegian context often tended to be short-lived. Some schools have managed to find…
Abstract
Purpose
Efforts in using Lesson Study (LS) as a tool for Professional Development (PD) has in a Norwegian context often tended to be short-lived. Some schools have managed to find solutions for sustainability, and a selection of these are the focus of this study. The objective is to explore supportive factors for sustainability.
Design/methodology/approach
This is a case study that explores how LS has been organized and developed in a cluster of three schools in a municipality at the west coast of Norway. These schools have been selected through a purposeful selection based on their long-lasting persistence in using LS as a tool for PD. Data is retrieved from interviews with school leaders and teachers (process facilitators), in addition to teacher surveys.
Findings
One of the most important factors for sustainability in LS was found to be school leaders’ commitment, knowledge and engagement in LS. Further, the results highlight “anchoring” LS in the teacher group and securing the relevance of LS in relation to the curriculum. The school leader groups in this study have involved teachers by including them as process facilitators and considered teachers’ views on the content and organizing of LS. Additionally, university collaboration, networking among local schools and schools abroad, knowledge resources and structures (for the LS work) were important factors for sustainability. The step-by-step process of building a culture for LS allowed LS to be a dynamic approach to the schools’ PD.
Originality/value
This is the first study that has investigated possible explanations for sustainability of LS in a Norwegian context. The findings can serve as an inspiration or a guide to a sustainable LS approach.