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Article
Publication date: 31 March 2023

Shirley Tan, Tijmen Schipper, Stéphane Clivaz and Sui Lin Goei

559

Abstract

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International Journal for Lesson & Learning Studies, vol. 12 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 22 February 2024

Jeroen Pronk, Sui Lin Goei, Tirza Bosma and Wilma Jongejan

Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study…

119

Abstract

Purpose

Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics.

Design/methodology/approach

A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; Mage-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; Mage-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; Mage-T0 = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention.

Findings

While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS.

Originality/value

The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 3
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 11 August 2023

Jiajia Li, Sui Lin Goei and Wouter R. Van Joolingen

This study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new…

164

Abstract

Purpose

This study explores how lesson study (LS) can promote elementary Science, Technology, Engineering, and Mathematics (STEM) teachers’ professional development (TPD) in terms of new pedagogical practices, attitudes and beliefs in the maker education (ME) context.

Design/methodology/approach

This is a case study of a LS conducted in China involving four primary school teachers, 20 grade-4 students, and one researcher who also acted as a facilitator. This study adopted an integrated model that combined the unique characteristics of Chinese LS (CLS) with the Dutch LS (LSNL) model.

Findings

This study revealed that LS participation facilitates teachers’ integration of new ME pedagogical practices in their classrooms, while their attitudes and beliefs regarding teaching and learning are increasingly aligned with ME principles. However, challenges such as time constraints, lack of research skills, and insufficient learning resources have also been identified.

Research limitations/implications

This was a small-scale study, which may limit the generalizability of the findings.

Practical implications

This study expands the use of LS in the ME context by highlighting its effectiveness in enhancing teachers’ PD in terms of new pedagogical practices, attitudes, and beliefs. It also recommends incorporating diverse international LS models to address the limitations associated with localized models of TPD.

Originality/value

The originality of this study lies in its adoption of an integrated LS model to enhance STEM teachers’ PD in an ME context. The findings of this study further strengthen evidence supporting the positive impact of LS on teachers’ PD.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Open Access. Open Access
Article
Publication date: 1 May 2020

Jantien Gerdes, Sui Lin Goei, Mariëtte Huizinga and Doret de Ruyter

The purpose of this paper is to develop an analytic framework for studying interdisciplinary learning in collaboration between schools and child support services. The analytic…

4257

Abstract

Purpose

The purpose of this paper is to develop an analytic framework for studying interdisciplinary learning in collaboration between schools and child support services. The analytic framework connects the concept of boundary crossing with the social–psychological processes of trust and identity formation.

Design/methodology/approach

The paper is written from a theoretical point of view. Empirical research data from two schools are used to illustrate the use and merit of the proposed framework.

Findings

The framework proved to be useful for identifying the level of co-work in the two schools. In addition, the framework helped to shed light on how the support for trust and identity formation by the school management aids interdisciplinary learning.

Research limitations/implications

The most essential feature of the suggested framework is its use of complex theoretical concepts. Examining each concept in detail would ignore the interconnected nature of concepts in the framework, as well as the fact that it is not yet known how this interconnectedness works. Therefore, the framework is based on a generalised use of the concepts.

Practical implications

The contribution of the framework for practice lies in its potential to shed light on how processes in interdisciplinary collaboration can be shaped. The framework can be used to inform contextual interventions that seek to optimize collaborative structures.

Originality/value

The paper contributes to understanding the complex processes that constitute interdisciplinary learning in collaboration.

Details

Journal of Workplace Learning, vol. 32 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

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Article
Publication date: 24 July 2020

Tijmen M. Schipper, Sui Lin Goei, Wouter R. Van Joolingen, T. Martijn Willemse and Evelien C. Van Geffen

This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and…

234

Abstract

Purpose

This paper explores the potential and pitfalls of Lesson Study (LS) in Dutch initial teacher education (ITE). This context is examined through data drawn from student-teachers and teacher educators participating in LS.

Design/methodology/approach

Three case studies of three teacher education institutes in the Netherlands are presented, focusing on student-teachers' learning in two cases and teacher educators' learning in the third case.

Findings

The case studies show that LS in the context of Dutch ITE has high potential. All cases yield clear benefits for working collaboratively as a result of participating in a LS. Student-teachers appreciate the explicit focus in LS on how students learn and teacher educators stress how LS may strengthen their role as “teachers of teachers.” Time, planning arrangements, commitment and a LS facilitator are highlighted as essential conditions for LS application in ITE.

Research limitations/implications

The three cases address a specific ITE context focusing on different target groups (student-teachers and teacher educators in applied and/or research universities). Consequently, results are explorative regarding Dutch ITE.

Practical implications

The potential of LS in Dutch ITE is recognized and stressed; this study may act as a catalyst for further and wider application of LS in this context, taking into account possible pitfalls and conditions.

Originality/value

This is one of the first studies exploring the potential of LS in Dutch ITE using both student-teachers' and teacher educators' perspectives.

Details

International Journal for Lesson & Learning Studies, vol. 9 no. 4
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 14 January 2021

Sui Lin Goei, Wouter R. van Joolingen, Floortje Goettsch, Anne Khaled, Tom Coenen, Sjors G.J.G. In ’t Veld, Siebrich de Vries and Tijmen M. Schipper

The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while…

600

Abstract

Purpose

The purpose of this study is to explore how lesson study (LS) can be transitioned to an online mode, with the purpose to derive recommendations for performing online LS while being loyal to the defining elements of a face-to-face LS.

Design/methodology/approach

A theoretical analysis into the core components and procedures of LS resulted in five big ideas that capture essentials of LS. Using these big ideas, constraints were derived for online LS and a pilot online LS was performed. Data were collected on the process and team members' reflections. The experience in the pilot was mapped against the outcomes of the theoretical analysis.

Findings

Setting up close collaboration and the observation of the online lesson appeared to be the most challenging issues. A set of recommendations in the form of do's and don'ts was derived from the experience.

Practical implications

The set of recommendations can be applied by practitioners who face the challenge of performing LS in an online environment, and can serve as a start for further research in online LS.

Originality/value

The original contribution of the article is the combination of the theoretical analysis of LS combined with the practical experience in the pilot. This gives rise to a framework that can help understanding LS in general and online environments in particular.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 7 February 2025

Sarah Seleznyov, Marisa Quaresma, Melanie Ehren, Sui Lin Goei and Gorete Fonseca

This study examines the challenges and successes of implementing and sustaining lesson study (LS) as an approach to in-service teacher professional development (PD) in primary…

4

Abstract

Purpose

This study examines the challenges and successes of implementing and sustaining lesson study (LS) as an approach to in-service teacher professional development (PD) in primary schools in Portugal and England, highlighting the impact of institutional contexts.

Design/methodology/approach

Two schools that used LS as an approach to PD over a period of at least three years were identified. The theoretical framework of institutionalism guided the methodology and analysis of findings, seeking to explore relationships between institutionalised PD practices at national and school level, and how interactions between actors in schools helped or hindered the institutionalism of LS. The qualitative case studies included document analysis, observations of LS practices and interviews with teachers and leaders engaging in LS.

Findings

The findings reveal the importance of institutional entrepreneurs, who create a narrative to support LS, allocate resources to enable it and create a “relational space”, in which it can be tested and tweaked before sharing with others in the school. An institutional entrepreneur is particularly vital when national regulatory frameworks prescribe specific PD types that are not conducive to LS (such as in Portugal). However, even in more open frameworks, the entrepreneur needs to frame the LS model to fit institutionalised expectations.

Originality/value

This study, with its analysis of strategies that support sustained use of LS in schools, advances the growing field of LS research. This field of research is moving its focus from short-term LS projects that concentrate on immediate impact on teachers and students, to a sustainable approach that uses LS for in-service, school-based teacher PD, a practice with a long history in Japan.

Details

International Journal for Lesson & Learning Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-8253

Keywords

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Article
Publication date: 10 October 2016

Nicolette van Halem, Sui Lin Goei and Sanne F. Akkerman

The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings…

875

Abstract

Purpose

The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA).

Design/methodology/approach

The study took place in the context of upper preparatory vocational education in the Netherlands. The learning trajectory of two LS teams was examined qualitatively, using the framework of FA to analyze teachers’ explorative talk during LS-meetings. The sample included Dutch language teachers and mathematics teachers.

Findings

Findings revealed how the process of FA was intertwined with the LS process. Systematic examination of teaching practice was partly identified, however, FA was frequently inadequately applied. Teachers tended to rush into talk about pedagogics, instead of identification of goals and students’ educational (support) needs. In total, 12 characteristics of teacher talk were related to the extent to which FA was applied.

Research limitations/implications

The findings of this study suggest that guidance and support during LS-meetings is desirable for systematic practices during LS-meetings and this guidance and support should adapt to specific weaknesses and strengths of a LS team.

Originality/value

This study builds on previous findings suggesting that a systematic approach is important for teachers during LS-meetings. The findings provide a starting point for realizing the potential of LS in preparatory vocational education, by revealing potential pitfalls of systematic practice during LS-meetings. Moreover, this study presents a framework of FA as a potential tool in facilitating a systematic practice of LS.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Available. Content available
Article
Publication date: 12 August 2022

Nicole A. Suarez

467

Abstract

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 3
Type: Research Article
ISSN: 2046-8253

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