Focusing on the professional learning journeys of practicing teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia.
Focusing on the professional learning journeys of practising teachers and their tutors, this book takes readers through the experiences of teachers on the Developing Innovative Pedagogies through the Lesson Study module at the University of East Anglia.
Building on the perspectives of teachers practising lesson study, the book delves into the design of a series of action research cycles to solve authentic learning and teaching problems in a variety of educational settings. In addition to theoretical tools and concepts on pedagogy, this book gives voice to teachers who become researchers while crossing the boundaries of school and university and the boundaries of theory and practice. The teacher researchers ask their own questions, test their hypotheses and work collaboratively with their school colleagues to experiment with teaching strategies aimed at learning with understanding. The chapters feature the voices of the pupils themselves and their experiences of learning within a range of educational settings and phases.
Written for teachers, leaders in education, teacher educators and researchers, this book shows that the combination of good learning theories and teacher collaboration help bridge the gap between theory and practice in teachers professional learning and enable learners to deepen their knowledge and understanding.
Part 1 Introduction
1. Developing Innovative Approaches to Teaching and
Learning through Lesson Study: a flexible course for teachers that integrates
theory with practice in educational settings Part 2 The Development of Lesson
Study in One School
2. Using the module to develop a school-wide approach to
lesson study: the case of Litcham School
3. Using lesson Study to develop
pupils' inference skills
4. Improving Extended Writing - A Lesson Study Part
3 Learning Narratives and Case Studies
5. Developing Communication Skills in
the Early Years - Case Study
6. Engagement and Progress in the online
classroom Learning Narrative
7. Developing critical thinking and
collaborative skills in History through the use of technology
8. Using lesson
Study to aid improvements in communication with employers in Further
Education
9. Moving Away from ticking off success criteria: How can
grammatical techniques enrich writing?
10. Celebrating creativity and
Inclusion in Art
11. The impact of the module on the professional development
of participating teachers Part 4 Lesson Study: Future Challenges and
Opportunities
12. Lesson study and the organizational culture of the school
13. Implications for Initial Teacher Education
John Elliott is Emeritus Professor of Education and Lifelong Learning at the University of East Anglia, UK. He is well known internationally for his role in developing the theory and practice of educational action research in the contexts of curriculum and teacher development, and has directed a number of funded collaborative classroom research projects with teachers and schools.
Vicky Christoforatou is a Lecturer in Education on the Secondary Postgraduate Certificate in Education Course at the University of East Anglia, UK. In her role as teacher educator, she specialises in the field of English Language and Literature teaching. Vicky was also an English teacher and literacy coordinator in a variety of educational contexts locally and nationally.
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