The Two Sides of the Same Coin: Analyzing the Implementation of a Lesson Study from the University’s and School’s Perspectives
Article Sidebar
Main Article Content
Abstract
Participation in an international project usually stands as an opportunity, even more when school-university collaboration is a plus in the project. DICO+ is an international project funded by the French National Agency in July 2018 (ref. no. 2018-1-FR01-KA201-047904) and coordinated by the ESPE de Bretagne. The main aim of DICO+ is to develop innovative cooperative practices in their classes, based on the experimentation of the Lesson Study (LS) approach across 70 European schools (both, from Primary and Secondary Education), with 1800 teachers in the 7 countries involved in the partnership: France, Spain, Lithuania, The Netherlands, Romania, Italy and Hungary. This chapter will analyse the University of Córdoba’s and the Nelson Mandela school’s viewpoints on the implementation of a LS unit during the 2018-2019 academic year. The process of implementation (before, during and after), the LS team participation in the training of the schoolteacher, the school, students and parents are some of the elements under the lens of this comparison, whose results are considered positive by both sides (i.e., UCO and Nelson Mandela school). This study highlights the fruitful school-university collaboration, whose final remarks state that strategic development of such partnerships should proliferate among educational systems, because the potential impact is foreseeably positive in many areas.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aykan, A., & Yıldırım, B. (2022). The Integration of a lesson study model into distance STEM education during the covid-19 pandemic: Teachers’ views and practice. Technology, Knowledge and Learning, 27(2), 609–637. https://doi.org/10.1007/s10758-021-09564-9
Cajkler, W., & Wood, P. (2015). Lesson Study in initial teacher training. In P. Dudley (Ed.), Lesson Study. Professional Learning for our Time (pp. 107–127). Routledge.
Camacho-Minuche, G., Espinoza-Celi, V., & Ulehlova, E. (2021). Cooperative language learning elements to enhance social skills in English classrooms: a case study. Higher Education, Skills and Work-Based Learning, 11(5), 1116–1129. https://doi.org/10.1108/HESWBL-08-2020-0176
Campo-Arias, A., & Oviedo, H. C. (2008). Psychometric properties of a scale: Internal consistency. Revista de salud pública, 10(5), 831–839. https://doi.org/10.1590/s0124-00642008000500015
Cerbin, B. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher education. Stylus Publishing.
Chen, R. (2021). A review of cooperative learning in EFL Classroom. Asian Pendidikan, 1(1), 1–9. https://doi.org/10.53797/aspen.v1i1.1.2021
Cheng, E. C. K. (2019). Successful Transposition of Lesson Study. A Knowledge Management Perspective. Springer. https://doi.org/10.1007/978-981-13-2472-7
Dudley, P. (2011). Lessons for learning: how teachers learn in contexts of Lesson Study (PhD Thesis). University of Cambridge.
Dudley, P. (2015). How Lesson Study works and why it creates excellent learning and teaching. In P. Dudley (Ed.), Lesson Study. Professional learning for our time (pp. 1–29). Routledge.
Dzemidzic Kristiansen, S. (2020). Exploring pupils’ and teachers’ perspectives on face-to-face promotive interaction in cooperative learning. Education, 3(13), 1–16. https://doi.org/10.1080/03004279.2020.1833060
Ertmer, P. A., Newby, T. J., Liu, W., Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students’ confidence and perceived value for participating in cross-cultural wiki-based collaborations. Educational technology research and development, 59(2), 213–228. https://doi.org/10.1007/s11423-011-9187-4
Estrella, S., Zakaryan, D., Olfos, R., & Espinoza, G. (2019). How teachers learn to maintain the cognitive demand of tasks through Lesson Study. Journal of Mathematics Teacher Education, 23, 293–310. https://doi.org/10.1007/s10857-018-09423-y
Fernández, C., & Yoshida, M. (Eds.) (2004). Lesson Study. A Japanese Approach to Improving Mathematics Teaching and Learning. Lawrence Erlbaum Associates.
Gómez-Parra, M. E. (2021). A través del espejo: beneficios de las Lesson Study para profesorado y alumnado de educación obligatoria. Through the Looking Glass: Benefits of the Lesson Study for Compulsory Education Teachers and Students. Digilec, 8, 53–65. https://doi.org/10.17979/digilec.2021.8.0.8634
Guner, P., & Akyuz, D. (2020). Noticing Student Mathematical Thinking within the Context of Lesson Study. Journal of Teacher Education, 71(5), 568–583. https://doi.org/10.1177/0022487119892964.
Hasan, R. M., Lukitasari, M., & Ernawati, Y. (2021). Students’ achievement and teachers’ perception in the implementation of lesson study-based cooperative learning. Journal of Physics: Conference Series 1731 012004. https://doi.org/10.1088/1742-6596/1731/1/012004. https://cutt.ly/XbEu0SH.
Isoda, M., & Olfos, R. (2021). Teaching Multiplication with Lesson Study. Japanese and Ibero-American Theories for International Mathematics Education. Springer. https://doi.org/10.1007/978-3-030-28561-6
Jakavonytė-Staškuvienė, D. (2021). A Study of Language and Cognitive Aspects in Primary School Pupils’ and Teachers’ Activities Through Cooperative Learning. Educational Sciences: Theory and Practice, 21(3), 88–106. http://dx.doi.org/10.12738/jestp.2021.3.007
Johnson, D. W., Johnson, R. T., Roseth, C., & Shin, T. S. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622–633. https://doi.org/10.1111/jasp.12280
Keramati, M. R., & Gillies, R. M. (2021). Advantages and Challenges of Cooperative Learning in Two Different Cultures. Education Sciences, 12(1), 3.
Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., & Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier
findings?. Educational Research Review, 10, 133–149. https://doi.org/10.1016/j.edurev.2013.02.002
Laoli, A., Dakhi, O., & Zagoto, M. M. (2022). The Application of Lesson Study in Improving the Quality of English Teaching. Edukatif: Jurnal Ilmu Pendidikan, 4(2), 2238–2246. https://doi.org/10.31004/edukatif.v4i2.2434
Liebech-Lien, B. (2021). Teacher teams–A support or a barrier to practising cooperative learning?. Teaching and Teacher Education, 106, 103453. https://doi.org/10.1016/j.tate.2021.103453
Mercer, N. (2004). Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 37–68.
Nundy, S., Dillon, J., & Dowd, P. (2009). Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners. Education 3–13, 37(1), 61–73. https://doi.org/10.1080/03004270802291889
O’Shea, J., Teague, S., Jordan, G., Lang, J., & Dudley, P. (2015). Leading Lesson Study in schools and across school systems. In P. Dudley (Ed.), Lesson Study. Professional Learning for our Time (pp. 59–85). Routledge.
Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10, 365–391. https://doi.org/10.1007/s10833-008-9069-7
Richit, A., da Ponte, J. P., & Tomasi, A. P. (2021). Aspects of Professional Collaboration in a Lesson Study. International Electronic Journal of Mathematics Education, 16(2), em0637. https://doi.org/10.29333/iejme/10904
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. https://doi.org/10.1037/0033-2909.134.2.223
Saito, E., Masatsugu, M., Tsukui, A., & Yeo, J. (2015). Lesson Study for Learning Community. A guide to sustainable school reform. Routledge.
Wahyukti, T. (2017, October). Enhancing Students' Cooperative Learning in an EFL Classroom through Lesson Study. In 4th Asia Pacific Education Conference (AECON 2017) (pp. 283–287). Atlantis Press.
Widjaja, W., Groves, S., & Ersozlu, Z. (2021). Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges. International Journal for Lesson & Learning Studies, 10(2), 230–242. https://doi.org/10.1108/IJLLS-10-2020-0080
Wiseman, D. L., & Cooner, D. (1996). Discovering the power of collaboration: The impact of a school-university partnership on teaching. Teacher Education and Practice, 12(1), 18–28. https://eric.ed.gov/?id=EJ541985
Wood, P., & Cajkler, W. (2018). Lesson study: A collaborative approach to scholarship for teaching and learning in higher education. Journal of Further and Higher Education, 42, 313–326. https://doi.org/10.1080/0309877X.2016.1261093.