Designing lesson study for individual and collective learning: networking theoretical perspectives
International Journal for Lesson and Learning Studies
ISSN: 2046-8253
Article publication date: 6 December 2022
Issue publication date: 10 January 2023
Abstract
Purpose
This article aims to explore, by drawing on, and coordinating and combining Cultural Historical Activity Theory and Community of Practice theoretical perspectives, what we might learn about how to design for Lesson Study that best supports both collective and individual learning.
Design/methodology/approach
The article primarily makes a theoretical contribution. It does, however, draw on, and is informed by, the design of a large-scale study that sought to improve teaching and learning in mathematics with the particular aim of improving grades of post-16 learners in national examinations in England. Lesson Study was central to the designed intervention and such design is explored from the two theoretical perspectives.
Findings
Theoretical analysis suggests how the careful design of Lesson Study can facilitate both individual and collective learning in terms of the theories networked here. In particular, it is suggested that supporting collective learning requires careful attention to how “disturbances” in activity systems need to be designed for rather than being left to chance and how architectures that can support individual learning in terms of identity development should pay attention to supporting emerging practices as well as defining what is non-negotiable.
Originality/value
The article takes a novel approach by coordinating and combining two different, and well established, theoretical approaches, which, significantly, are used quite widely in social science research. Together they provide a rich view of learning at both individual and collective levels and suggest ways in which we might better support design for Lesson Study.
Keywords
Acknowledgements
The author would like to acknowledge the support of the Education Endowment Foundation and J P Morgan for funding the Maths-for-Life project.
Citation
Wake, G. (2023), "Designing lesson study for individual and collective learning: networking theoretical perspectives", International Journal for Lesson and Learning Studies, Vol. 12 No. 1, pp. 7-20. https://doi.org/10.1108/IJLLS-08-2022-0111
Publisher
:Emerald Publishing Limited
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