TY - JOUR
T1 - Problematizing lesson study and its impacts
T2 - Studying a highly contextualised approach to professional learning
AU - Hadfield, Mark
AU - Jopling, Michael
N1 - Publisher Copyright:
© 2016 Elsevier Ltd
PY - 2016/9/1
Y1 - 2016/9/1
N2 - 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.
AB - 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.
KW - Impact
KW - Lesson study
KW - Professional learning
UR - http://www.scopus.com/inward/record.url?scp=84984693612&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2016.08.001
DO - 10.1016/j.tate.2016.08.001
M3 - Article
AN - SCOPUS:84984693612
SN - 0742-051X
VL - 60
SP - 203
EP - 214
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
ER -