Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning

Hadfield, Mark and Jopling, Michael (2016) Problematizing lesson study and its impacts: Studying a highly contextualised approach to professional learning. Teaching and Teacher Education, 60. pp. 203-214. ISSN 0742-051X

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Official URL: http://dx.doi.org/10.1016/j.tate.2016.08.001

Abstract

Researching the efficacy of lesson study has been complicated by the manner in which it has been reinterpreted in different settings and contexts. Drawing on research into a national school improvement programme in England, this paper looks at how various reconfigurations of lesson study were affected by the different collaborative arrangements among schools and practitioners in the programme. Utilising a mixed methods approach, the paper provides and problematizes new empirical evidence concerning the effectiveness of lesson study. It concludes with a consideration of how those researching lesson study intitaives would benefit from adopting a more critical contextual analysis.

Item Type: Article
Uncontrolled Keywords: lesson study, professional learning, impact
Subjects: X300 Academic studies in Education
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Education and Lifelong Learning
Depositing User: Michael Jopling
Date Deposited: 03 Oct 2016 13:14
Last Modified: 07 Sep 2017 07:56
URI: http://nrl.northumbria.ac.uk/id/eprint/27895

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