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A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China

Item

Title
A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China
Abstract/Description
Purpose
This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices.

Design/methodology/approach
Data analyzed in this study included lesson plans, three videotaped research lessons, three audio-taped group meetings, interviews, the teacher's reflection journals and other related materials. Clarke and Hollingsworth's interconnected model of professional growth (IMPG) was adopted as the theoretical and analytical framework for examining the teacher's learning process.

Findings
This study found that teachers can deepen their understanding of innovative curriculum ideas and implement them through an iterative cycle of planning, enactment and reflection in LS. Involving knowledgeable others in the process and reflecting on evidence-based evaluation of students' learning outcomes is crucial for changing the teacher's knowledge, beliefs, attitudes and teaching practices. Theoretical tools, such as learning trajectory, are useful for transforming curriculum reform ideas that teachers find abstract and overly broad into concrete and actionable lesson designs.

Originality/value
Theoretically, this study can broaden our knowledge about how the under-studied mechanism of Chinese LS can contribute to helping teachers to transform reform ideas into classroom practices. Practically, this study provides suggestions for researchers and educators to reflect on and improve the effectiveness of teachers' professional development programs in a reform context.
Author/creator
Zhao, Wenjun
Huang, Rongjin
Cao, Yiming
Ning, Rui
Zhang, Xiaoxia
Date
2022
In publication
International Journal for Lesson and Learning Studies
Volume
11
Issue
2
Pages
133-146
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Keywords
Chinese LS
interconnected model of professional growth
teacher learning
IRE Approach/Concept
Lesson Study
Chinese Lesson Study
Primary national context
China
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
2046-8253
DOI
10.1108/IJLLS-07-2021-0056
URL
Official Publisher's Webpage (Emerald Insight)
Is part of
Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]
Citation
Zhao, W., Huang, R., Cao, Y., Ning, R., & Zhang, X. (2022). A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China. International Journal for Lesson & Learning Studies, 11(2), 133–146. https://doi.org/10.1108/IJLLS-07-2021-0056
Item sets
Int J Lesson Learning Std 11(2)

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Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue] Special Issue/Series

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