A social practice theoretical perspective on teacher collaboration in lesson study

Charlotte Krog Skott

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Abstract

There is a lack of research on how cultural, social and power aspects affect teacher collaboration when teachers adapt lesson study in countries outside East Asia. In this theoretical paper, I address the issue of how to enhance culturally sensitive and power related understandings of such processes of teacher collaboration. I am inspired by social practice theory particularly the concept of Figured Worlds which I supplement with an emerging perspective on teacher participation in social interactions. I propose four potential benefits of this theoretical approach: 1) it offers new theoretical conceptualizations of teacher collaboration when adapting lesson study, 2) it allows a focus on the individual teacher in collaborative processes, 3) it offers rich interpretive descriptions of micro-level interactions, 4) it takes into account also broader cultural, social and power aspects beyond teachers’ local collaborative setting. I exemplify these four benefits by drawing on my colleagues and my longterm research on lesson study in a Danish educational context, and I discuss them in relation to some
of the few culturally sensitive studies on lesson study adaptations in countries outside East Asia.
Translated title of the contributionEt social praksis teoretisk perspektiv på lærersamarbejde i lektionsstudier
Original languageEnglish
Title of host publicationICMISTUDY 25 Conference Proceedings : Teachers of M athematics Work ing and Learning in Collaborative Groups
EditorsHilda Borko, Despina Potari
Number of pages8
Place of PublicationAthen
PublisherNational and Kapodistrian University of Athens
Publication date2020
Pages182-189
ISBN (Electronic)978-960-466-216-6
Publication statusPublished - 2020
EventICMI study 25: Teachers of Mathematics Working and Learning in Collaborative Groups - Lisabon, Portugal
Duration: 4 Feb 20208 Feb 2020

Conference

ConferenceICMI study 25: Teachers of Mathematics Working and Learning in Collaborative Groups
Country/TerritoryPortugal
CityLisabon
Period04/02/2008/02/20

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