Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process

IF 1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal for Lesson and Learning Studies Pub Date : 2024-09-18 DOI:10.1108/ijlls-02-2024-0045

Yuta Arii

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引用次数: 0

Abstract

Purpose

This study examines the relationship between teacher leadership and learning in lesson study (LS).

Design/methodology/approach

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

Findings

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Originality/value

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.

查看原文本刊更多论文

日语课程研究中教师领导力与教师学习之间的关系：关注知识创造过程

研究结果首先，在样本中，领导力与学习感知并不因教师所属学校的不同而有所差异，而是表现为感知到学校内部领导力与学习感知的教师与没有感知到领导力与学习感知的教师之间的差异。第二，研究发现，领导力对通识教育中学习感知的影响因社会化、外化、结合和内化阶段的不同而不同。第三，研究结果表明，校长应发挥领导作用，支持研究团队的领导力。本研究的发现具有重要的学术和实践意义，因为它们提出了在什么样的通识教育环境下，领导力可以有效地促进教师的学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal for Lesson and Learning Studies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

46.20%

发文量

期刊介绍： The first journal of its kind, The International Journal for Lesson and Learning Studies publishes lesson and learning studies that are pedagogically aimed at improving the quality of teaching and learning in formal educational settings. These studies may take the form of action research, design experiments, formative evaluations or pedagogical research more generally that is designed to foster a democratic, discursive and action orientated inquiry process. The editorial objective of the journal is to promote interdisciplinary and cross-national collaboration between groups of teacher educators, educational researchers and schoolteachers. The International Journal for Lesson and Learning Studies (IJLLS) is the official journal of the World Association of Lesson Studies (WALS). WALS is an association of educational researchers and teaching professionals from various countries in the world who are dedicated to educational research that focuses directly on improving the quality of learning in classrooms and other formal learning environments through pedagogical experiments or action research.