International Journal for Lesson and Learning Studies最新文献

{"title":"Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process","authors":"Yuta Arii","doi":"10.1108/ijlls-02-2024-0045","DOIUrl":"https://doi.org/10.1108/ijlls-02-2024-0045","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the relationship between teacher leadership and learning in lesson study (LS).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>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.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142247277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing academic disciplines together to focus on literacy: a secondary school case study","authors":"Daryl Allan Michel","doi":"10.1108/ijlls-07-2023-0106","DOIUrl":"https://doi.org/10.1108/ijlls-07-2023-0106","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This research employed a qualitative case study and occurred in one secondary school along the Texas (USA) and Mexico border. Ten teachers representing six academic disciplines participated in eight LS cycles to reflect on their knowledge of literacy, including when, if at all, they integrated literacy when planning and teaching lessons. About 20 students shared their impressions, feelings and thoughts about the lessons.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Teachers learned that literacy standards exist in each academic discipline and that integrating reading and writing during lessons allowed for more increased dialogue between/among teachers and students. The principal learned that teachers from all academic disciplines need differentiated, sustained professional learning opportunities on how to teach literacy skills.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Teachers often work alone or within their respective academic departments, whereas this project focused on secondary teachers from six academic disciplines taking part in LS cycles with a common focus on literacy. Sustained opportunities for teachers to study their standards and curriculum materials, plan and teach lessons and share perspectives from classroom observations resulted in new knowledge about ways to include literacy in any academic discipline. A schoolwide professional learning community focused on literacy could act as a catalyst for instructional change.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"61 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142223512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practicing variation theory beyond learning study","authors":"Pernilla Mårtensson, Ulla Runesson Kempe, Henrik Hansson","doi":"10.1108/ijlls-01-2024-0012","DOIUrl":"https://doi.org/10.1108/ijlls-01-2024-0012","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to explore whether and how principles from variation theory can contribute to the planning of teaching and learning beyond learning study.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>We study whether and how principles from variation theory contributed to a group of teachers’ planning of teaching and learning about decimal numbers in Grades 4 to 7 working in Subject Didactic Groups – a collaborative arrangement suited to daily teaching. A theoretical thematic analysis approach was used when analyzing eight audio-recorded meetings and written documents.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study shows that variation theory principles contributed to the teachers’ planning of teaching and learning. Two themes were identified: the theory contributed to the teachers being able to (1) specify what their students needed to learn and (2) design tasks that they anticipated would afford the opportunity to learn what was identified as being necessary to learn.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The paper demonstrates how variation theory can contribute to teachers’ planning of teaching and learning when used in a collaborative arrangement other than learning study. This leads into a discussion about variation theory being used separately from learning study and the benefits and limitations this other collaborative arrangement can have for gaining knowledge of what is to be learned and taught.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"19 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142176821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: evidence from Ethiopia","authors":"Temesgen Yadeta Dibaba, Abbi Lemma, Maina Faith, Adula Bekele","doi":"10.1108/ijlls-01-2024-0023","DOIUrl":"https://doi.org/10.1108/ijlls-01-2024-0023","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The power of feedback in teacher education","authors":"Joanna C. Weaver, Tionge C. Matangula, Gabriel Matney","doi":"10.1108/ijlls-01-2024-0001","DOIUrl":"https://doi.org/10.1108/ijlls-01-2024-0001","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"176 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collective argumentation in elementary school: an experience of reasoning with data in an online open class","authors":"Soledad Estrella, Sergio Morales, Maritza Méndez-Reina, Pedro Vidal-Szabó, Alejandra Mondaca-Saavedra","doi":"10.1108/ijlls-12-2023-0180","DOIUrl":"https://doi.org/10.1108/ijlls-12-2023-0180","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;This paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;From an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;The strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;One of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;For research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Social implications&lt;/h3&gt;\u0000&lt;p&gt;The research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;The study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.&lt;/p&gt;&lt;!--/ Abstract__","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141510739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lesson studies in physical education – a scoping narrative","authors":"Fernanda Marques Santinha, Marcos Onofre, Maria Martins","doi":"10.1108/ijlls-10-2023-0144","DOIUrl":"https://doi.org/10.1108/ijlls-10-2023-0144","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Lesson studies, a methodology originally developed in Japan, has been used in an increasing number of contexts, both in relation to initial teacher training and in the context of ongoing professional development. However, the research reported on the use of lesson studies in the training of physical education teachers is very limited. The aim of this review is to identify and analyze published studies on physical education lesson studies and to describe the advantages of using the methodology in the context of this discipline.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Exploratory searches were carried out in four multiple-search databases, and 14 publications were found. Information was collected about authors, year of publication, origin and type of study, purposes, concept of the lesson study, methodology and results.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results of the different studies point in the same direction – potential of lesson studies in physical education in initial training and professional development; valuing collaborative work, contextualization and continuous nature; lesson studies as a significant experience; need to create conditions for teachers’ participation in lesson studies; need for further investigation.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The research reported on the use of lesson studies in the training of physical education teachers is very limited. This review is intended to cover all studies related to the theme of physical education lesson studies published in indexed journals.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"43 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141192617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Researching on practice through lesson study: developing prospective teachers’ knowledge of student learning","authors":"Raquel Vieira, João Pedro da Ponte","doi":"10.1108/ijlls-08-2023-0110","DOIUrl":"https://doi.org/10.1108/ijlls-08-2023-0110","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper focuses on prospective teachers’ (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs’ knowledge of student learning developed during the process and the LS features fostering it.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The participants were two PTs, a teacher educator, a cooperating teacher and a researcher. The LS was integrated into a Portuguese initial elementary teacher education program. Following a qualitative approach, we used participant observation.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The PTs developed their knowledge of students’ learning of the concept of area in four dimensions: theories; students’ interests and expectations; ways students interact with the content and students’ strengths and weaknesses in learning the concept. To support this development, the LS design considered follow-up sessions and emphasised collaborative work.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study focuses on PTs researching their practice and disseminating the results, which has been overlooked in previous research of LS with PTs. The results highlight the potential of LS to motivate PTs to research their practice and emphasise the importance of involving them in disseminating LS results.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"38 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140832096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ expectations from mathematics teachers in the planning phase of the lesson study","authors":"Ogün Bi̇lge, Yüksel Dede","doi":"10.1108/ijlls-06-2023-0066","DOIUrl":"https://doi.org/10.1108/ijlls-06-2023-0066","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"54 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using design-based research to adjust lesson study with pre-service teacher candidates","authors":"Kelly Chandler-Olcott, Sharon Dotger, Heather E. Waymouth, Keith Newvine, Kathleen A. Hinchman, Molly C. Lahr, Michael T. Crosby, Janine Nieroda","doi":"10.1108/ijlls-04-2023-0039","DOIUrl":"https://doi.org/10.1108/ijlls-04-2023-0039","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.</p><!--/ Abstract__block -->","PeriodicalId":45210,"journal":{"name":"International Journal for Lesson and Learning Studies","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}