Lesson Study as a bridge between two learning contexts

Birgitta Lundbäck,Helen Egerhag

doi:10.1108/ijlls-02-2020-0006

Birgitta Lundbäck, Helen Egerhag

Open Access

https://doi.org/10.1108/ijlls-02-2020-0006

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Abstract

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

Highlights

Lesson Study, collaboration and inclusion in mathematics Lesson Study (LS) is a unique way of studying teaching methods by focusing on the development of teachers’ practice (Dudley, 2014)
The purpose of this study was to contribute to knowledge about LS with a focus on teaching in two different learning situations to enhance mathematical learning
We set out to describe the collaboration between teachers in these two contexts and document the ways their experience can change teaching in the two learning situations so that school-age educare complements the school

Summary

Introduction

Lesson Study, collaboration and inclusion in mathematics Lesson Study (LS) is a unique way of studying teaching methods by focusing on the development of teachers’ practice (Dudley, 2014). The LS model is based on collegial conversations focused on improving teaching situations. It sets out to ensure all students learn optimally, including those with learning challenges. Teachers participating in LS projects have described how they changed their perspectives on the different ways students learn (Dudley, 2013). In LS, teachers choose a topic together and present it to students. In the initial planning of the chosen area, teachers ask questions, such as: Why is this content important ? What competencies do teachers need to teach the specific content? In the initial planning of the chosen area, teachers ask questions, such as: Why is this content important ? What competencies do teachers need to teach the specific content?

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