lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lesson Study as a bridge between two learning contexts
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-3276-2363
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.ORCID iD: 0000-0002-1506-8409
2020 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 3, p. 289-299Article in journal (Refereed) Published
Abstract [en]

Purpose Lesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1-3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons. Design/methodology/approach Data were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject. Findings Teachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school. Research limitations/implications An important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations. Originality/value The originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2020. Vol. 9, no 3, p. 289-299
Keywords [en]
Collaboration, Elementary school, Lesson Study, Mapping knowledge, School-age educare, Special educational needs
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-97153DOI: 10.1108/IJLLS-02-2020-0006ISI: 000539564400001Scopus ID: 2-s2.0-85086131827OAI: oai:DiVA.org:lnu-97153DiVA, id: diva2:1454069
Funder
Swedish Research Council, 2017-06039Available from: 2020-07-14 Created: 2020-07-14 Last updated: 2022-09-27Bibliographically approved
In thesis
1. Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
Open this publication in new window or tab >>Specialpedagogik i Fritidshemmet: Från samlat forskningsläge till pedagogisk praktik
2022 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis aims to contribute to research and practice with knowledge aboutspecial education in the activities of School-age Educare. Questions that seekanswers are how special education can be expressed in the activities of theSchool-age Educare and how Special education can be a resource at the SchoolageEducare and supplement the School-age Educare´s pedagogy. According tothe Education Act, students' need for special educational support also includesSchool-age Educare. This thesis consists of four articles. Bronfenbrenner'ssystem theory is used as a tool to synthesize the results. The first article is asystematic literature review. The results show that in an internationalcomparison, the Swedish School-age Educare’s clear connection to sharedgoverning documents with the school appears unique. The second article is asurvey where the results show that students in need of special educationalsupport are highlighted from a school perspective and that teachers in SchoolageEducare and special educators collaborate primarily with a focus onstudents' school situation. The third article highlights how teachers in SchoolageEducare work to promote social inclusion. The results show that teacherssupport students actively participating in their activities. Still, most of the timein the schoolyard, students play without active support from adults, which canrisk students being socially excluded. In the final study, lesson study is used asa model. The results show that teachers in both School-age Educare andcompulsory schools see the potential in the model for developing teaching forall students. The overall results show that teachers in School-age educare needto direct a critical special educational eye toward activities where the students'needs for support are identified. However, the problem should not be placed onthe individual student. Instead, the teachers in School-age Educare shouldknow how School-age Educare promotes and supports all students learning anddevelopment. Based on Bronfenbrenner's theoretical model, the individualbecomes visible and is given support based on their needs in the microsystem.There is support in the mesosystem through teachers' conscious choice ofteaching activities. Teachers in School-age Educare and compulsory schoolscollaborate within the exosystem. Discussing and expressing the school's valuesin all the school organizations in the macro system is necessary.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022. p. 130
Series
Linnaeus University Dissertations ; 463
National Category
Pedagogy
Research subject
Education, Special Education
Identifiers
urn:nbn:se:lnu:diva-116551 (URN)9789189709355 (ISBN)9789189709362 (ISBN)
Public defence
2022-10-07, Weber, Hus K, Växjö, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2022-09-27 Created: 2022-09-27 Last updated: 2024-03-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Lundbäck, BirgittaEgerhag, Helén

Search in DiVA

By author/editor
Lundbäck, BirgittaEgerhag, Helén
By organisation
Department of Pedagogy and Learning
In the same journal
International Journal for Lesson and Learning Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 308 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf