Exploring knowledge bridging and translation in lesson study using an inter-professional team
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 11 July 2016
Abstract
Purpose
It is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through lesson study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, the purpose of this paper is to present the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.
Design/methodology/approach
The LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.
Findings
Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.
Originality/value
This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.
Keywords
Citation
Norwich, B., Koutsouris, G., Fujita, T., Ralph, T., Adlam, A. and Milton, F. (2016), "Exploring knowledge bridging and translation in lesson study using an inter-professional team", International Journal for Lesson and Learning Studies, Vol. 5 No. 3, pp. 180-195. https://doi.org/10.1108/IJLLS-02-2016-0006
Publisher
:Emerald Group Publishing Limited
Copyright © 2016, Emerald Group Publishing Limited