Sharing and developing knowledge products from Learning Study
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 31 August 2012
Abstract
Purpose
It has been proposed that lesson study creates joint and sharable knowledge products in terms of lesson plans that could be used and developed by other teachers in other school contexts (Morris and Hiebert). The purpose of this paper is to report on a study with the aim of examining how such a knowledge product produced in a Hong Kong school could be communicated and appropriated by a group of Swedish teachers.
Design/methodology/approach
A report from a successful Learning Study – a revised version of lesson study, based on a theoretical framework of learning – was brought to a group of three teachers. On the basis of this report, they planned and conducted two lessons in their own classes. The analysis draws on data from three of six video recorded lessons and was framed within a variation theory perspective. The focus of the analysis was on the object of learning.
Findings
It was found that the Swedish teachers used the documented Hong Kong lessons as a resource. They adapted the insights gained by the Hong Kong teachers to the specific group of learners and other conditions in the Swedish context.
Originality/value
The article is a contribution to the discussion about teachers as knowledge producers (c.f. Stenhouse).
Keywords
Citation
Runesson, U. and Gustafsson, G. (2012), "Sharing and developing knowledge products from Learning Study", International Journal for Lesson and Learning Studies, Vol. 1 No. 3, pp. 245-260. https://doi.org/10.1108/20468251211256447
Publisher
:Emerald Group Publishing Limited
Copyright © 2012, Emerald Group Publishing Limited