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Lesson study as a format for collaborative instructional change

Frederik Voetmann Christiansen, Bjørn Klinke, Merete W. Nielsen

Abstract

In our experience, most of the teaching at university level in Denmark is planned and carried out by individuals rather than a group of teachers, and teaching is in some ways a relatively private affair, particularly for junior staff members. “Lesson studies” is a format for instructional change based on a conception of teaching as a collaborative enterprise. In this article, we describe the method, report the outcome of a pilot lesson study cycle, and discuss the merits and potential of the method for instructional and educational change.


Keywords

Lesson study, educational change, teacher knowledge, conceptions of teaching


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References

Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Translated and edited by N. Bachaleff, N. Cooper, R. Sutherland & V. Warfield. Kluwer Academic Publishers, Dordrecht.

Kuhn, T. S. (1969). The structure of scientific revolutions. USA: University of Chicago Press.

Lewis, C. C. (2002). Lesson study—a handbook of teacher-led instructional change. PA, USA: Research for Better Schools, Inc.

Polanyi, M. (1974). Personal knowledge—towards a post-critical philosophy. USA: University of Chicago Press.

Wenger, E. (1998). Communities of practice, learning, meaning and identity. Cambridge: Cambridge University Press.


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