In Danish contexts, lesson studies constitute a completely new and challenging approach to teachers´ professional development and not all teachers see its potentials at the outset. Therefore, we strive to identify decisive factors that are necessary for the participating teachers to experience taking advantage of their participation. Of the three basic features of lesson studies: planning, observation and reflection, it is in the reflection that teachers must experience in-depth discussions based on planning and observations thus gaining new understandings of their teaching practices and student learning. According to Myers (2013) lesson study is “the seemingly ideal for nurturing reflectivity [among teachers]” (p.1). However, only a relatively limited number of studies have looked into specific ways that teachers talk together about their observations of students’ actions and how they link to their practical understanding of teaching and learning when they reflect together in lesson study (Myers, 2013; Warwick, Vrikki, Vermunt, Mercer & van Halem, 2016). Especially, we see a need for studies, which look into how teachers from school cultures newly involved in lesson study learn to reflect more fruitful. Of this follows our research questions: What characterize developments in teachers’ reflection discussions in mathematics and Danish? Which kinds of reflections promote in particular teachers’ professional development? We are inspired by Meyer’s (2013) investigation of lesson study as a way to promote preservice teachers’ reflectivity, and aiming to compare novice and more experienced teachers in lesson study, we draw on Suzuki’s (2012) exploration of Japanese teachers’ reflection discussions and his discourse model based on Schön’s (1983) distinction between a technical and reflective practitioner. Skott, Kristiansen & Rønn (in press) have supplemented Suzuki’s model with new forms of reflection in order to characterise the depth and breadth of mathematics teachers’ reflection discussions in a Danish content. With the aim of digging deeper into the development of teachers’ reflections, we take this extended reflection model as our theoretical point of departure, however, with the intention to elaborate it by drawing on a sociocultural perspective (Holland et al. 1998) and especially the concept of the reflective practitioner. We conducted an ethnographical case study by participating as facilitators (Yin, 2003) in all the lesson study activities with the teachers at a school in the Copenhagen area, while we simultaneously collected data and took field notes as researchers. During one year, we collaborated with all the mathematics and Danish teachers at the school. In each subject, we did 12 lesson studies, which comprises our two cases. Our primary data are two thoroughly selected reflection discussions in each subject, whereas our secondary data are interviews with selected teachers and an evaluating interview with the school management. We contribute an elaborated reflection model, which can characterize development in teachers´ reflection discussions. Literature Holland, D., Lachicotte Jr., W., Skinner, D., & Cain, C. (1998). Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press. Myers, J. (2013). Creating reflective practitioners with preservice lesson study. Journal of Pedagogies and Learning, 8(1), 1–9. Schön , D. A. (1983). The Reflective Practitioner: How professionals think in Action. Ashgate Publishing Group. Skott, Kristiansen & Rønn (in press). Hvordan kan matematiklæreres refleksionssamtaler om undervisningspraksis karakteriseres? Suzuki, Y. (2012). Teachers ’ professional discourse in a Japanese lesson study. International Journal for Lesson and Learning Studies, 1(3), 216–231. https://doi.org/10.1108/20468251211256429 Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., & van Halem, N. (2016). Connecting observations of student and teacher learning: an examination of dialogic processes in Lesson Study discussions in mathematics. ZDM - Mathematics Education, 48(4), 555–569. https://doi.org/10.1007/s11858-015-0750-z Yin, R. K. (2003). Case study research. Design and methods. SAGE.
|Publikationsdato||21 nov. 2018|
|Status||Udgivet - 21 nov. 2018|
|Begivenhed||The World Association of Lesson Studies - Kina, Beijing, Kina|
Varighed: 23 nov. 2018 → 26 nov. 2018
Konferencens nummer: 10
|Konference||The World Association of Lesson Studies|
|Periode||23/11/18 → 26/11/18|