Understanding Lesson Study From Different Theoretical Perspectives

Session Type: Symposium

Abstract

This symposium brings together researchers from the United States, United Kingdom, Spain and Japan who each draw on different theoretical perspectives to inform lesson study design and analysis in a range of different cultural contexts. Theoretical considerations are informed by self-determination theory, knowledge integration, Cultural Historical Activity Theory and the Anthropological Theory of Didactics. Further to this the contribution from Japan seeks to explore an insider’s view and draws on both quantitative and qualitative of well-established practices in lesson study to propose new theorisation.
The symposium will explore the different insights that each theoretical approach offers and how these might be harnessed to inform future design and development of effective learning with direct relevance to classroom practice.

Sub Unit

• SIG-Lesson Study

Chair

• Geoff David Wake, The University of Nottingham

Papers

• Theoretical Underpinnings of Lesson Study: A U.S. Case - Catherine C. Lewis, Mills College

• The Role of Epistemological and Didactic Reference Models in Lesson Study: A Spanish Case - Francisco Javier Garcia, University of Jaen - Jaen (Spain)

• Artifacts, Boundaries, and Communities: The ABC of Lesson Study - Geoff David Wake, The University of Nottingham

• Theoretical Understanding of Lesson Study Quality and Effectiveness in Professional Learning - Keiichi Nishimura, Tokyo Gakugei University

Discussant

• Akihiko Takahashi, De Paul University, College of Education