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Pedagogical and learning theories and the improvement and development of lesson and learning studies
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Matematikdidaktik.ORCID-id: 0000-0001-7556-7974
2015 (engelsk)Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, Vol. 4, nr 3, s. 186-193Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose

It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts.

Design/methodology/approach

This paper presents the Special Issue papers thematically and the main issues are discussed.

Findings

Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.

Originality/value

As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

sted, utgiver, år, opplag, sider
2015. Vol. 4, nr 3, s. 186-193
Emneord [en]
Learning study, Lesson study, Developing teachers’ practical knowledge
HSV kategori
Identifikatorer
URN: urn:nbn:se:hj:diva-27856DOI: 10.1108/IJLLS-04-2015-0016Scopus ID: 2-s2.0-84958971185OAI: oai:DiVA.org:hj-27856DiVA, id: diva2:851420
Tilgjengelig fra: 2015-09-04 Laget: 2015-09-04 Sist oppdatert: 2017-11-07bibliografisk kontrollert

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