Exploring Online Lesson Study as a Vehicle for Teacher Collaborative Professional Learning

Autor/in	Holden, Mairead
Titel	Exploring Online Lesson Study as a Vehicle for Teacher Collaborative Professional Learning
Quelle	In: International Journal for Lesson and Learning Studies, 12 (2023) 2, S.179-193 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holden, Mairead)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-8253
DOI	10.1108/IJLLS-01-2022-0012
Schlagwörter	Communities of Practice; Teacher Collaboration; Faculty Development; Elementary School Teachers; STEM Education; Cooperative Learning; Teaching Methods; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Community; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Irland
Abstract	Purpose: This paper presents emerging findings from an ongoing research project which aimed to explore online lesson study (OLS) as a vehicle for teacher collaborative professional learning. Design/methodology/approach: Two parallel OLS cycles with two OLS teams were facilitated by the author using Zoom and Google Drive as digital collaborative tools. Each OLS team comprised three primary teachers who taught in three different schools, with both teams' research lessons taking cross-curricular science, technology, engineering and maths (STEM) focus. In order to explore the influence of OLS on teachers' collaborative professional learning outcomes in STEM, a qualitative case study approach was adopted, with data drawn and thematically analysed from OLS meeting transcripts, semi-structured interviews with teachers and the author's reflective diary. Boundary crossing is used as a theoretical lens to ascertain the potential of OLS as a vehicle for teacher collaborative professional learning. Findings: Findings suggest that OLS facilitated collaborative learning and positively contributed to teacher participants' co-construction of knowledge in relation to STEM teaching approaches. Originality/value: The study described in this paper represents the first OLS conducted in the Irish context and also represents the first inter-school lesson study (LS) conducted in the Irish primary context. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01