A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes
Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the field of LS currently lacks a conceptual model tha...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2023-12-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S266637402300047X |
| _version_ | 1797398494844026880 |
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| author | Klara Kager John Paul Mynott Miriam Vock |
| author_facet | Klara Kager John Paul Mynott Miriam Vock |
| author_sort | Klara Kager |
| collection | DOAJ |
| description | Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the field of LS currently lacks a conceptual model that can help tie these findings more closely to a common schematic and descriptive framework. Reviewing research on professional development, we derive the purpose of such a model and criteria that it should fulfill. We then examine current LS models, showing that several aspects, such as inputs, learning processes, LS’ iterative character, and outcomes over time, are not sufficiently addressed. To fill these gaps, we draw on wider perspectives on teacher learning and organizational psychology and propose an updated model of LS. Lastly, we discuss concrete ways in which this model can be used in research and practice. |
| first_indexed | 2024-03-09T01:26:19Z |
| format | Article |
| id | doaj.art-5b67a8923dbf4220873d24272ac9ec1f |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-09T01:26:19Z |
| publishDate | 2023-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-5b67a8923dbf4220873d24272ac9ec1f2023-12-10T06:17:49ZengElsevierInternational Journal of Educational Research Open2666-37402023-12-015100272A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomesKlara Kager0John Paul Mynott1Miriam Vock2Department for Empirical Instruction and Intervention Research, University of Potsdam, Karl-Liebknecht-Str. 24–25, Potsdam 14476, Germany; Corresponding author.School of Education, University of Aberdeen, Aberdeen, United KingdomDepartment for Empirical Instruction and Intervention Research, University of Potsdam, Karl-Liebknecht-Str. 24–25, Potsdam 14476, GermanyGlobal interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted in a rich body of findings that report mixed outcomes and impacts on teacher learning. In this conceptual paper, we argue that the field of LS currently lacks a conceptual model that can help tie these findings more closely to a common schematic and descriptive framework. Reviewing research on professional development, we derive the purpose of such a model and criteria that it should fulfill. We then examine current LS models, showing that several aspects, such as inputs, learning processes, LS’ iterative character, and outcomes over time, are not sufficiently addressed. To fill these gaps, we draw on wider perspectives on teacher learning and organizational psychology and propose an updated model of LS. Lastly, we discuss concrete ways in which this model can be used in research and practice.http://www.sciencedirect.com/science/article/pii/S266637402300047XLesson studyContinuous professional developmentConceptual modelLearning outcomesTeacher learning |
| spellingShingle | Klara Kager John Paul Mynott Miriam Vock A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes International Journal of Educational Research Open Lesson study Continuous professional development Conceptual model Learning outcomes Teacher learning |
| title | A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes |
| title_full | A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes |
| title_fullStr | A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes |
| title_full_unstemmed | A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes |
| title_short | A conceptual model for teachers’ continuous professional development through lesson study: Capturing inputs, processes, and outcomes |
| title_sort | conceptual model for teachers continuous professional development through lesson study capturing inputs processes and outcomes |
| topic | Lesson study Continuous professional development Conceptual model Learning outcomes Teacher learning |
| url | http://www.sciencedirect.com/science/article/pii/S266637402300047X |
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