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Beyond the borders of the local: How “instructional products” from learning study can be shared and enhance student learning
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. University of Witwatersrand, Johannesburg, South Africa.ORCID iD: 0000-0001-7556-7974
Jönköping University, School of Education and Communication.
Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
2018 (English)In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 7, no 2, p. 111-123Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to present how experiences gained from a theory-informed lesson study – learning study (LrS) – in regard to a specific learning goal can be shared and used by other teachers in new contexts.

Design/methodology/approach: A group of teachers worked together in a cyclic, iterative process of planning, evaluating and revising teaching. The aim was to provide possibilities for grade 2 and 3 students to become familiar with negative numbers. The teacher group came to the conclusion that the students needed to be able to differentiate some aspects of negative numbers. The conjecture was put to the test in a follow-up study (FS) with five new teachers and eight classes. One lesson was taught based on the empirical findings in the LrS.

Findings: The results suggest that teachers’ collaborative work has possibilities to produce knowledge about critical aspects of learning that can be communicated and adopted in new contexts. The teachers in the FS were able to make sense of the results from LrS and incorporate the critical aspects in their teaching in a way that enhanced students’ learning.

Originality/value: It is demonstrated that teacher collaboration in LrS can create knowledge that goes beyond the border of the local context. 

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2018. Vol. 7, no 2, p. 111-123
Keywords [en]
Knowledge production, Lesson study, Negative numbers, Sharing instructional products, Variation theory
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hj:diva-39356DOI: 10.1108/IJLLS-01-2018-0004ISI: 000430474000004Scopus ID: 2-s2.0-85045667864OAI: oai:DiVA.org:hj-39356DiVA, id: diva2:1203906
Available from: 2018-05-04 Created: 2018-05-04 Last updated: 2018-05-07Bibliographically approved

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Runesson Kempe, UllaHellquist, Björn

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