Curriculum design through lesson study

Wake, Geoff; Seleznyov, Sarah

Abstract

Lesson study is increasingly prevalent as a collaborative activity in which teachers take part to explore their practice. There are many variations in how lesson study manifests itself, even in Japan, where it originated. However, in Japan, fundamental to lesson study is a focus on collaboration in researching teachers’ professional practice. In this article, we draw on experiences of our collaborative research with colleagues in Japan to provide theoretical insights into how we might conceptualize and inform future developments of lesson study as action research that informs curriculum design and implementation. The approach taken develops ideas of the theory of didactical situations, and draws on the construct of boundary objects to understand Japanese lesson study. We identify a class of artefacts, didactical devices, that may provide a useful form of boundary object that supports the collaborative action research of lesson study. Although the particular focus of the work presented here is mathematics, the lessons that we draw should have applicability across the curriculum more widely.

Citation

Wake, G., & Seleznyov, S. (2020). Curriculum design through lesson study. London Review of Education, 18(3), 467-479. https://doi.org/10.14324/LRE.18.3.10

• Journal Article Type: Article
• Acceptance Date: Jun 9, 2020
• Online Publication Date: Nov 13, 2020
• Publication Date: Nov 13, 2020
• Deposit Date: Dec 15, 2022
• Publicly Available Date: Dec 19, 2022
• Journal: London Review of Education
• Print ISSN: 1474-8460
• Electronic ISSN: 1474-8479
• Publisher: UCL IOE Press
• Peer Reviewed: Peer Reviewed
• Volume: 18
• Issue: 3
• Pages: 467-479
• DOI: https://doi.org/10.14324/LRE.18.3.10
• Keywords: lesson study, action research, professional learning, didactical situations, boundary objects
• Public URL: https://nottingham-repository.worktribe.com/output/5065103
• Publisher URL: https://uclpress.scienceopen.com/hosted-document?doi=10.14324/LRE.18.3.10