Theorizing lesson study: two related frameworks and two Danish case-studies

Carl Winsløw; Jacob Feldbak Bahn; Klaus Rasmussen

Theorizing lesson study: two related frameworks and two Danish case-studies

Carl Winsløw
, Jacob Feldbak Bahn
, Klaus Rasmussen

Københavns Universitet

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

Abstract

– Lesson study refers to certain well-established professional development practices for teachers in Japan. Over the past 30 years, the phenomenon drew the attention of scholars in other countries, and their writings have inspired several “movements” of lesson study implementation. As scholars observe both successes and difficulties in these endeavors, the need arises for finer methods to characterize and monitor the processes and objects which go into what is broadly
referred to as lesson study. This brief presents an overall characterization of lesson study in terms of the notion of paradidactic infrastructure, in relation to specific adaptations of two related theoretical frameworks. We argue that the use of these frameworks can help sharpen researchers’ understanding of lesson study as a phenomenon. We exemplify the use of these tools with cases from our own work on pre- and in-service teacher development in Denmark.

Originalsprog	Engelsk
Titel	Mathematics lesson study around the world : Theoretical and Methodological Issues
Redaktører	Maria Quaresma, Carl Winsløw, Stephané Clivaz, Joâo Pedro de Ponte, Aoibihinn Ni Shúilleabháin, Akihiko Takahashi
Antal sider	10
Forlag	Springer
Publikationsdato	29 apr. 2018
Sider	123-142
ISBN (Trykt)	978-3-319-75696-7
Status	Udgivet - 29 apr. 2018

Navn	ICME Monographs
Nummer	13

ASTE - Advanced Science Teacher Education
Benjaminsen, N. (Projektdeltager), Winsløw, C. (Projektdeltager), Rasmussen, K. (Projektdeltager), Østergaard, C. H. (Projektdeltager), Goldbech, O. C. (Projektleder), Vesterager, K. (Projektdeltager) & Aarby, J. (Projektdeltager)
18/06/10 → 31/12/17
Projekter: Projekt › Udviklingsprojekt/ Innovation

Citationsformater

Winsløw, Carl ; Bahn, Jacob Feldbak ; Rasmussen, Klaus. / Theorizing lesson study : two related frameworks and two Danish case-studies. Mathematics lesson study around the world: Theoretical and Methodological Issues. red. / Maria Quaresma ; Carl Winsløw ; Stephané Clivaz ; Joâo Pedro de Ponte ; Aoibihinn Ni Shúilleabháin ; Akihiko Takahashi. Springer, 2018. s. 123-142 (ICME Monographs; Nr. 13).

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Theorizing lesson study: two related frameworks and two Danish case-studies. / Winsløw, Carl; Bahn, Jacob Feldbak; Rasmussen, Klaus.
Mathematics lesson study around the world: Theoretical and Methodological Issues. red. / Maria Quaresma; Carl Winsløw; Stephané Clivaz; Joâo Pedro de Ponte; Aoibihinn Ni Shúilleabháin; Akihiko Takahashi. Springer, 2018. s. 123-142 (ICME Monographs; Nr. 13).

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

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N2 - – Lesson study refers to certain well-established professional development practices for teachers in Japan. Over the past 30 years, the phenomenon drew the attention of scholars in other countries, and their writings have inspired several “movements” of lesson study implementation. As scholars observe both successes and difficulties in these endeavors, the need arises for finer methods to characterize and monitor the processes and objects which go into what is broadly referred to as lesson study. This brief presents an overall characterization of lesson study in terms of the notion of paradidactic infrastructure, in relation to specific adaptations of two related theoretical frameworks. We argue that the use of these frameworks can help sharpen researchers’ understanding of lesson study as a phenomenon. We exemplify the use of these tools with cases from our own work on pre- and in-service teacher development in Denmark.

AB - – Lesson study refers to certain well-established professional development practices for teachers in Japan. Over the past 30 years, the phenomenon drew the attention of scholars in other countries, and their writings have inspired several “movements” of lesson study implementation. As scholars observe both successes and difficulties in these endeavors, the need arises for finer methods to characterize and monitor the processes and objects which go into what is broadly referred to as lesson study. This brief presents an overall characterization of lesson study in terms of the notion of paradidactic infrastructure, in relation to specific adaptations of two related theoretical frameworks. We argue that the use of these frameworks can help sharpen researchers’ understanding of lesson study as a phenomenon. We exemplify the use of these tools with cases from our own work on pre- and in-service teacher development in Denmark.

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Theorizing lesson study: two related frameworks and two Danish case-studies

Abstract

Fingeraftryk

Projekter

ASTE - Advanced Science Teacher Education

Citationsformater