【SSCI】教育学期刊《International Journal for Lesson and Learning Studies》最新论文推送（2024年10月）
《International Journal for Lesson and Learning Studies》共20篇，祝大家阅读愉快。
《Lesson study in Content and Language Integrated Learning: making young case pupils’ learning visible through English alongside translanguaging and trans-semiotising》
《内容与语言整合学习课程研究: 透过英语与跨语言及跨符号学习，让青少年个案学生的学习可见》
作者：Silvia Frank Schmid
英文摘要：Purpose The paper reports how lesson study helped to make the learning of students with limited English competencies visible in Content and Language Integrated Learning (CLIL). Design/methodology/approach The two lesson study cycles took place in a Swiss primary school with a focus on three case pupils each with heterogeneous attainment levels in English. The research group observed how the case pupils coped with learning English integrated with art, crafts, and sports in four research lessons. Following a case study methodology, the research focussed on how the case pupils used their limited English language competencies complemented with multilingual and multimodal means to make their learning visible. Findings Thanks to the close observations of students’ learning and the detailed analysis thereof as a cooperative effort of the research group, the lesson study revealed that the case pupils used varied means to express their learning partly depending on their levels of English. Research limitations/implications This small-scale case study only describes data collected from four research lessons based on a total of 12 case pupils. Originality/value Commonly during lesson study, the students’ learning is captured through the verbal language they use. But if the research lesson takes place in a foreign language setting in which students’ language competencies are limited in expressing their learning, other languages and modes of communication must be considered. To date, there are few papers on how lesson study helps to explore learners’ use of so-called translanguaging and trans-semiotising.
中文摘要：目的 本文报告了课堂研究如何帮助有限的英语能力学生的学习在内容和语言综合学习(CLIL)可见。设计/方法/途径 两个课程学习周期在瑞士一所小学进行，重点是三名英语成绩各异的个案学生。研究小组在四节研究课上观察了个案小学生如何应对将艺术、手工艺和体育结合在一起的英语学习。采用个案研究方法，研究重点放在个案学生如何利用其有限的英语能力，辅之以多语言和多模式手段，使他们的学习成为可见的。调查结果 通过对学生学习情况的仔细观察和研究小组的详细分析，课堂研究发现，个案学生使用不同的方法表达学习内容，部分取决于他们的英语水平。研究局限性/影响 这个小规模的个案研究只描述了从总共12名个案学生的四节研究课中收集的数据。原创性/价值 通常在课堂学习中，学生的学习是通过他们使用的语言来捕捉的。但是，如果研究课程发生在一个外语环境中，学生的语言能力在表达他们的学习受到限制，其他语言和交流方式必须加以考虑。迄今为止，关于课堂研究如何帮助学习者探索所谓的跨语言和跨符号运用的论文很少。
https://doi.org/10.1108/ijlls-06-2024-0109
《Relationship between teacher leadership and teacher learning in Japanese lesson study: focusing on the knowledge-creation process》
《日语课堂学习中教师领导与教师学习的关系——以知识创造过程为中心》
作者：Yuta Arii
英文摘要：Purpose This study examines the relationship between teacher leadership and learning in lesson study (LS). Design/methodology/approach A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city. Findings First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership. Originality/value Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.
中文摘要：目的 本研究探讨教师领导与课堂学习的关系。设计/方法/途径 通过对该市27所学校129名教师的问卷调查，对数据进行了多层次的分析。调查结果 首先，在样本中，一般事务学校的领导能力和学习观念没有因教师所属学校的不同而有所不同，但在感知学校内部的领导能力和学习能力的教师和不感知学校内部的教师之间似乎存在差异。第二，领导对学习知觉的影响因社会化、外化、组合化和内化阶段的不同而不同。第三，研究结果建议校长应提供领导，支持研究小组的领导。原创性/价值 以往关于学习策略的研究没有关注校长领导与教师学习的关系。本研究结果具有重要的学术和实践意义，因为他们建议在什么样的情境下 LS 领导能够有效地促进教师学习。
https://doi.org/10.1108/ijlls-02-2024-0045
《Teacher noticing within the context of lesson study: a systematic review and prospective trends》
《教师在课堂学习中的注意力: 一个系统综述和前瞻性的趋势》
作者：Haoran Yun · Qiaoping Zhang · Wei Cao · Xiaolei Zhang
英文摘要：Purpose Teacher noticing is a critical aspect of teaching competence that has garnered significant scholarly attention. This systematic review aims to comprehensively analyze the integration of teacher noticing into lesson study, exploring how different stages of lesson study influence the development of teacher noticing. Design/methodology/approach This article systematically reviews 15 empirical studies on teacher noticing within the context of lesson study, focusing on research design, subjects, methods, theoretical frameworks and the specific impact of different stages of lesson study on teacher noticing. Findings The review reveals a geographical concentration of studies in Western countries, particularly in the United States, with a relative scarcity of research in East Asian contexts. Most studies focus on pre-service teachers, employ qualitative methods and are grounded in Van Es’s (2011) Learning to Notice framework. The findings indicate that different stages of lesson study significantly influence teacher noticing, particularly in the planning, teaching and reflection stages, where shifts in focus and depth of noticing are evident. Research limitations/implications This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies. Certain activities within classroom research may restrict attention development, particularly when these activities fail to encourage in-depth cognitive analysis across all stages sufficiently. Future research should explore how to avoid these limitations in the classroom research process and design more effective strategies to support deep observation and analysis by teachers at each stage. In the reflection stage of classroom research, certain factors may restrict the focus on student thinking. Practical implications By synthesizing the existing research into a comprehensive narrative, we provide an essential foundation for future studies on teacher noticing within lesson study contexts. This work not only charts the historical development of the field but also encourages more profound and actionable research engagement with the nuanced processes of teacher observation and reflection during lesson studies. Originality/value This paper explores how various lesson study stages impact teacher noticing development. It offers future research directions and calls for more cross-cultural studies and a combination of quantitative and qualitative methods to fully understand the effects of lesson studies on teacher noticing.
中文摘要：目的 教师注意是教师教学能力的一个重要方面，已经引起了学术界的广泛关注。本系统综述旨在全面分析教师注意与课堂学习的整合，探讨不同阶段的课堂学习如何影响教师注意的发展。设计/方法/途径 本文系统地回顾了15项课堂研究背景下教师注意的实证研究，重点介绍了课堂研究的研究设计、研究对象、研究方法、理论框架以及课堂研究不同阶段对教师注意的具体影响。调查结果 综述显示，研究集中在西方国家，特别是在美国，在东亚背景下的研究相对较少。大多数研究集中在职前教师，采用定性的方法，并根据范埃斯(2011年)学习注意框架。研究结果表明，课堂学习的不同阶段对教师的注意有显著影响，尤其是在策划、教学和反思阶段，注意焦点和深度的转移明显。研究局限性/影响 本文探讨了不同课堂学习阶段对教师注意力发展的影响。它提供了未来的研究方向，并呼吁更多的跨文化研究。课堂研究中的某些活动可能会限制注意力的发展，特别是当这些活动不能充分鼓励在所有阶段进行深入的认知分析时。未来的研究应该探索如何在课堂研究过程中避免这些局限性，并设计更有效的策略来支持教师在每个阶段的深入观察和分析。在课堂研究的反思阶段，某些因素可能会制约对学生思维的关注。实际意义 通过综合现有的研究成果，为今后课堂研究语境下教师注意的研究提供了必要的基础。这项工作不仅绘制了该领域的历史发展，而且鼓励更深刻和可行的研究参与教师在课堂研究中观察和反思的微妙过程。原创性/价值 本文探讨了不同课堂学习阶段对教师注意力发展的影响。它提供了未来的研究方向，要求更多的跨文化研究和定量和定性相结合的方法，以充分理解课堂研究对教师注意力的影响。
https://doi.org/10.1108/ijlls-03-2024-0057
《Pedagogical content knowledge in physical education preservice teachers in view of researching on lesson studies》
《从课堂研究看体育后备教师的教学内容知识》
作者：Fernanda Marques Santinha · Marcos Onofre · Maria do Carmo de Carvalho e Martins
英文摘要：Purpose Researching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject. Design/methodology/approach Exploratory searches in four multiple search databases were carried out, resulting in 51 records. Information about authors, year of publication, purposes, methodology and results was collected and analyzed. Findings Results highlight the diversity of purposes. The interview is recurrent in the qualitative studies, while the questionnaire is used in all the large quantitative studies. Regarding the findings, it appears the centrality of PCK, its development potential and its measurability, the consistency of the concept and its evolutionary dynamics, as well as the constructive criticism of initial teacher training models and practices. Originality/value To emphasize the relationship between lesson studies and the development of PCK in initial teacher training of PE teachers.
中文摘要：目的 通过对葡萄牙体育教师初级培训课程研究的研究，我们对这种方法在未来体育教师教学内容知识(PCK)开发中的潜力特别感兴趣。本文的目的是综合有关这一主题的知识。设计/方法/途径 在四个多个搜索数据库中进行了探索性搜索，得到51条记录。收集和分析作者、出版年份、目的、方法和结果等信息。调查结果 结果突出了目的的多样性。在定性研究中，访谈是反复出现的，而在所有大型定量研究中都使用了问卷调查。从研究结果来看，PCK 具有核心地位、发展潜力和可衡量性、概念的一致性和演进动态性，以及对教师初始培训模式和实践的建设性批评。原创性/价值 强调体育教师职前教师培训中课堂学习与 PCK 发展的关系。
https://doi.org/10.1108/ijlls-11-2023-0164
《The impact of the lesson study model on students' mathematics achievement and attitudes: a mixed-methods research》
《课堂学习模式对学生数学成绩和数学态度影响的混合方法研究》
作者：Ahmet AYKAN
英文摘要：Purpose This article aims to investigate the impact of the Lesson Study (LS) model on students' mathematics achievement and attitudes toward mathematics. Design/methodology/approach The study employs a concurrent embedded design, a type of mixed methods design. Within this framework, a quantitative pretest-posttest control group quasi-experimental design is applied for quantitative data, while qualitative data is gathered through interviews and observations. A 2×2 mixed ANOVA is used for the analysis of quantitative data, and content analysis is employed for qualitative data analysis. Findings The findings reveal that the LS model has a significant positive impact on the mathematics achievement and attitudes of students in the experimental group. Quantitative analysis shows a meaningful improvement in mathematics achievement for the experimental group, which is notably superior than the control group. Additionally, students in the experimental group found mathematics lessons more enjoyable and easier, and their attitudes toward mathematics improved positively. Students' feedback supports these results, with many expressing that LS-based lessons were more engaging and effective. Observations by the researcher, mathematics expert and teacher in the experimental group also corroborate these positive changes. Originality/value The results of the study suggest that the LS model should be more widely implemented in mathematics education. This recommendation highlights the potential of the LS model to enhance the teaching process and improve students' mathematics achievement. Furthermore, the study also indicates that LS has a positive impact on students' attitudes toward mathematics, as evidenced by their increased motivation and more positive outlook toward the subject. These findings underscore the LS model’s effectiveness in both improving academic performance and transforming students' attitudes toward mathematics.
中文摘要：目的 本文旨在探讨课堂学习(LS)模式对学生数学成绩和数学态度的影响。设计/方法/途径 该研究采用并行嵌入式设计，一种混合方法设计。在此框架下，定量前后测对照组采用准实验设计，通过访谈和观察收集定性数据。定量数据采用2 × 2混合方差分析，定性数据采用内容分析。调查结果 结果表明，LS 模式对实验组学生的数学成绩和数学态度有显著的正向影响。定量分析显示，实验组在数学成绩方面有显著改善，明显优于对照组。此外，实验组的学生发现数学课更有趣、更容易，他们对数学的态度也有积极的改善。学生的反馈支持这些结果，许多人表示基于 LS 的课程更吸引人，更有效。实验组研究者、数学专家和教师的观察也证实了这些积极的变化。原创性/价值 研究结果表明，最小二乘法模型在数学教育中应得到更广泛的应用。这一建议强调了 LS 模式在加强教学过程和提高学生数学成绩方面的潜力。此外，研究还表明，通识教育对学生的数学态度有积极的影响，这表现在学生对数学学习的动机增强，对数学学科的态度更加积极。这些发现强调了 LS 模型在提高学习成绩和转变学生对数学的态度方面的有效性。
https://doi.org/10.1108/ijlls-05-2024-0106
《Contributions of Lesson Study to the reconstruction of teachers' practical knowledge within a virtual setting context. Case study at Universidad Nacional de Educación (Ecuador)》
《课堂研究对虚拟环境下教师实践知识重建的贡献。教育哥伦比亚国立大学案例研究(厄瓜多尔)》
作者：Víctor Miguel Sumba Arévalo · Patricia Pérez · Natalia Sgreccia · Encarnación Soto Gómez
英文摘要：Purpose This article examines the training of nine practising teachers and the development of their practical thinking through Lesson Study (LS) at Universidad Nacional de Educación (UNAE). The study therefore aims to describe and understand how this group of teachers might reconstruct their practical knowledge while engaging in the LS experience in a virtual setting. Design/methodology/approach A case study was conducted with (virtual) field immersion, qualitatively collecting and analysing data through observations, interviews, a focus group and written outputs. Findings Reconstructions and reinforcements were evident in each of the five dimensions of practical thinking (Soto et al., 2019; Pérez-Gómez, 2022) and in certain knowledge and values, in addition to various skills, attitudes and emotions. The main findings of the study relate to the importance of planning to avoid improvisation, viewing the teaching methodology as a flexible process, developing student autonomy, understanding and managing technological and digital tools and being prepared for uncertain situations. Originality/value It is understood that Lesson Study is a strategy that strengthens and enhances understanding of teachers’ knowledge, even in the virtual context and should therefore be considered for the ongoing professional development of teachers in Ecuador.
中文摘要：目的 本文探讨九位在职教师的培训情况，以及他们如何透过教育哥伦比亚国立大学的课堂研习，发展实务思维。因此，本研究旨在描述和了解这类教师如何在虚拟环境中进行一般课程体验时，重建他们的实践知识。设计/方法/途径 案例研究进行了(虚拟)现场沉浸，定性收集和分析数据，通过观察，访谈，焦点小组和书面输出。调查结果 重建和增强在实践思维的五个维度(Soto 等，2019; Pérez-Gómez，2022)中的每一个都是明显的，在某些知识和价值观中，除了各种技能，态度和情感。该研究的主要结果涉及规划以避免即兴发挥的重要性，将教学方法视为一个灵活的过程，发展学生的自主性，理解和管理技术和数字工具，以及为不确定的情况做好准备。原创性/价值 据了解，课堂研究是一个战略，加强和增强了解教师的知识，即使在虚拟的背景下，因此应该考虑在正在进行的专业发展的教师在厄瓜多尔。
https://doi.org/10.1108/ijlls-02-2024-0046
《Bringing academic disciplines together to focus on literacy: a secondary school case study》
《将学术学科结合起来关注读写能力: 一个中学案例研究》
作者：Daryl Allan Michel
英文摘要：Purpose The purpose of this qualitative study was to bring together teachers from different academic disciplines to engage them in lesson study (LS) cycles with a focus on literacy. Design/methodology/approach This research employed a qualitative case study and occurred in one secondary school along the Texas (USA) and Mexico border. Ten teachers representing six academic disciplines participated in eight LS cycles to reflect on their knowledge of literacy, including when, if at all, they integrated literacy when planning and teaching lessons. About 20 students shared their impressions, feelings and thoughts about the lessons. Findings Teachers learned that literacy standards exist in each academic discipline and that integrating reading and writing during lessons allowed for more increased dialogue between/among teachers and students. The principal learned that teachers from all academic disciplines need differentiated, sustained professional learning opportunities on how to teach literacy skills. Originality/value Teachers often work alone or within their respective academic departments, whereas this project focused on secondary teachers from six academic disciplines taking part in LS cycles with a common focus on literacy. Sustained opportunities for teachers to study their standards and curriculum materials, plan and teach lessons and share perspectives from classroom observations resulted in new knowledge about ways to include literacy in any academic discipline. A schoolwide professional learning community focused on literacy could act as a catalyst for instructional change.
中文摘要：目的 这项定性研究的目的是把来自不同学科的教师聚集在一起，让他们参与课堂研究(LS)周期，重点是读写能力。设计/方法/途径 本研究采用定性个案研究，发生在德克萨斯州(美国)和墨西哥边境的一所中学。代表6个学科的10名教师参加了8个一般教育周期，以反思他们的识字知识，包括在规划和教授课程时将识字纳入其中(如果有的话)。大约20名学生分享了他们对课程的印象、感受和想法。调查结果 教师们了解到，每个学科都有识字标准，在课堂上结合阅读和写作可以增加教师和学生之间的对话。校长了解到，所有学科的教师都需要有区别的、持续的专业学习机会，学习如何教授识字技能。原创性/价值 教师往往单独工作或在各自的学术部门内工作，而这个项目的重点是参加一般教育周期的六个学科的中学教师，共同的重点是扫盲。教师有持续的机会学习他们的标准和课程材料，规划和教授课程，并从课堂观察中分享观点，从而产生了关于如何将扫盲纳入任何学科的新知识。以扫盲为重点的全校范围的专业学习社区可以成为教学改革的催化剂。
https://doi.org/10.1108/ijlls-07-2023-0106
《Using design-based research to adjust lesson study with pre-service teacher candidates》
《利用设计性研究调整职前教师候选人的课堂学习》
作者：Kelly Chandler‐Olcott · Sharon Dotger · Heather E. Waymouth · Keith Newvine · Kathleen A. Hinchman · Molly C. Lahr · Michael A Crosby · Janine Nieroda
英文摘要：Purpose This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course. Design/methodology/approach Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations. Findings Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives. Originality/value This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.
中文摘要：目的 这项研究报告的变化，在研究，计划，教学和反映步骤的课堂研究与任职前教师学习教学在一个学科扫盲课程。设计/方法/途径 使用与形成性实验和基于设计的研究相关的方法，本研究收集了学科识字课程四次迭代的数据。资料包括课程资料、职前教师的书面作业、研究课的观察笔记、课后讨论的文字纪录、教师与教育工作者的分析会议，以及职前教师的课后访谈。数据在迭代内和迭代间进行分析。调查结果 对课程学习过程的初步调整集中在反思步骤上，因为我们学会了更好地支架服务前教师共享研究课程的观察数据。后来的调整发生在学习和计划步骤中，因为我们完善了四天课程序列的设计，更好地支持了职前教师对学科素养的关注，同时为他们的指导老师提供空间，以提供具体的团队反馈。对教学步骤的调整包括重新教学和更明确地关注扫盲目标。原创性/价值 本文将形成性实验和设计性研究方法明确应用于职前教师课堂学习的实施，具有一定的文献价值。此外，它还提供了在学科素养背景下的课堂研究的例子，扩展了课堂研究在内容领域的适用性的例子。
https://doi.org/10.1108/ijlls-04-2023-0039
《Students’ expectations from mathematics teachers in the planning phase of the lesson study》
《课堂学习策划阶段学生对数学教师的期望》
作者：Ogün Bi̇lge · Yüksel Dede
英文摘要：Purpose This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms. Design/methodology/approach This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data. Findings Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style. Research limitations/implications This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture. Practical implications This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives. Social implications Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact. Originality/value This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.
中文摘要：目的 本研究旨在探讨数学教师在数学课堂学习策划阶段对学生的期望。设计/方法/途径 本研究仅报道了大规模行动研究的一部分。研究对象为八年级学生，采用方便抽样法选取。这些数据是通过开放式问题获得的。采用内容分析法对数据进行分析。调查结果 出现了四种类型: 联系、技术支持教学、具体材料的使用、实践、教师行为和教学风格。研究局限性/影响 这项研究揭示了不同文化和教育体系的学生，例如土耳其的学生，是如何希望在源于日本的 LS 过程中学习数学的。这也为在不同的文化中运用语言学提供了一些重要的线索。实际意义 这项研究可能会引起教育利益相关者的注意，他们希望通过考虑学生的角度在数学课堂上实施 LS。社会影响 由于学习策略的本质特性，本研究可能会强调师生和教师之间的互动。因此，它可以提请注意社会学习环境的重要性，学生承担责任和互动。原创性/价值 本研究强调了在学习策略中听学生声音的重要性。对土耳其的数学教学也应提出一些看法。最后，它可以为理解和比较不同文化和理解中的最小二乘实践提供一个良好的基础。
https://doi.org/10.1108/ijlls-06-2023-0066
《Lesson study in science teacher preparation programs: a literature review》
《理科教师培养计划中的课堂研究: 一个文献综述》
作者：Tammy Kraft · Omar Hernández-Rodríguez
英文摘要：Purpose This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers’ (PST) pedagogical and content knowledge, beliefs, routines and norms for professional learning and instructional practices. Design/methodology/approach A systematic approach was employed to compile pertinent literature by initially searching scholarly databases using specific keywords and phrases related to prospective science teacher preparation. Seventeen studies, encompassing both qualitative research and mixed-methods research, met the inclusion criteria and significantly contributed to the study’s findings. The authors independently conducted a coding process, applying a predefined code scheme based on Lewis et al.'s (2019) theoretical framework. The outcomes of the coding process were compared, and reliability tests were conducted to ensure the consistency of the coding. Findings In preservice science teacher (PSST) education, LS proves transformative, enriching pedagogical and content knowledge, shaping beliefs, fostering collaboration and influencing instructional practices. Its collaborative, reflective and iterative nature significantly contributes to the professional growth of preservice science teachers, preparing them for effective, student-centered teaching practices. Further investigation is warranted in the realm of LS, particularly concerning preservice science teachers and their beliefs. Originality/value This literature review on science PSTs is one of the pioneering efforts to employ the professional development framework crafted by Lewis et al. (2019).
中文摘要：目的 本文旨在识别和描述在初任科学教师培训计划中采用课堂研究理论框架的研究成果。本研究主要探讨学习策略对在职教师专业学习与教学实践之教学与内容知识、信念、常规与规范之影响。设计/方法/途径 采用系统的方法，通过使用与未来科学教师培训相关的特定关键词和短语，初步搜索学术数据库，编辑相关文献。十七项研究，包括质性研究研究和混合方法研究，符合入选标准，并对研究结果做出了重大贡献。作者独立地进行了一个编码过程，应用了一个基于 Lewis 等人(2019)理论框架的预定义编码方案。比较编码过程的结果，并进行可靠性测试，以确保编码的一致性。调查结果 在职前科学教师(PSST)教育中，LS 证明了变革性，丰富了教学和内容知识，塑造了信念，促进了合作，并影响了教学实践。它的协作，反思和迭代性质显着有助于职前科学教师的专业成长，为他们准备有效的，以学生为中心的教学实践。进一步的调查是值得在 LS 领域，特别是关于职前科学教师和他们的信仰。原创性/价值 这篇关于科学 PST 的文献综述是采用刘易斯等人(2019)提出的专业发展框架的开创性努力之一。
https://doi.org/10.1108/ijlls-12-2023-0181
《Researching on practice through lesson study: developing prospective teachers’ knowledge of student learning》
《课堂教学中的实践研究: 培养未来教师的学生学习知识》
作者：Raquel Vieira · João Pedro da Ponte
英文摘要：Purpose This paper focuses on prospective teachers’ (PTs) participation in a lesson study (LS) that prompted them to research their own practice. We seek to describe the dimensions of PTs’ knowledge of student learning developed during the process and the LS features fostering it. Design/methodology/approach The participants were two PTs, a teacher educator, a cooperating teacher and a researcher. The LS was integrated into a Portuguese initial elementary teacher education program. Following a qualitative approach, we used participant observation. Findings The PTs developed their knowledge of students’ learning of the concept of area in four dimensions: theories; students’ interests and expectations; ways students interact with the content and students’ strengths and weaknesses in learning the concept. To support this development, the LS design considered follow-up sessions and emphasised collaborative work. Originality/value This study focuses on PTs researching their practice and disseminating the results, which has been overlooked in previous research of LS with PTs. The results highlight the potential of LS to motivate PTs to research their practice and emphasise the importance of involving them in disseminating LS results.
中文摘要：目的 本研究旨在探讨未来教师在课堂研究中的参与行为，以促使他们研究自己的实践活动。我们试图描述在此过程中发展起来的教师对学生学习知识的维度，以及培养学生学习知识的学习策略特征。设计/方法/途径 研究对象包括两名教师、一名教师教育工作者、一名合作教师和一名研究人员。该计划被纳入葡萄牙初级小学教师教育计划。按照定性的方法，我们使用参与观察。调查结果 教师教师从理论、学生的兴趣和期望、学生与内容的互动方式、学生学习区域概念的优缺点四个维度发展学生对区域概念学习的知识。为了支持这一发展，LS 设计考虑了后续会议，并强调了协作工作。原创性/价值 本研究侧重于研究初级教师的实践活动，传播研究成果，这在以往的研究中被忽视了。研究结果强调了一次总付的潜力，可以激励技术人员研究他们的做法，并强调了让他们参与传播一次总付成果的重要性。
https://doi.org/10.1108/ijlls-08-2023-0110
《Collective argumentation in elementary school: an experience of reasoning with data in an online open class》
《小学集体论证: 网上公开课的数据推理体验》
作者：Soledad Estrella · Sergio Morales · Maritza Méndez-Reina · Pedro Vidal-Szabó · Alejandra Mondaca-Saavedra
英文摘要：Purpose This paper aims to describe the statistical arguments produced by third-grade students (8–9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook. Design/methodology/approach From an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation. Findings The strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices. Research limitations/implications One of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers. Practical implications For research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation. Social implications The research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom. Originality/value The study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.
中文摘要：目的 本研究旨在描述小学三年级(8-9岁)学生所产生的统计论证，并通过数据比较确定课堂集体论证的教学支持。课堂学习小组围绕官方数学教材中的一个问题进行了课堂教学的研究与规划。设计/方法/途径 从解释的角度出发，我们分析了学生在应该根据数据分析给出理由来支持或反驳某些主张的情况下所产生的论点。我们研究了一些教学支持策略是如何促进集体论证的。调查结果 课程计划中概述的策略使教师能够培养集体论证，鼓励学生提供基于数据分析的推理。教案是改善教科书内容、指导教学结构发展、促进高质量教学实践的一种手段。研究局限性/影响 学习支援小组的其中一个局限性，以及未来的研究方向，是加深教师对课堂上学习支援所需的理解，以便他们能够辨别论点的组成部分，以及他们在论点有效性中的角色和解释。此外，课程计划没有深入考虑学生的论证过程等方面，也没有采取具体行动促进论证。考虑到教师仍然不理解论证在学习中的关键作用，并且掌握 CA 策略仍然是初级教师培训和教师专业发展计划的挑战，解决这些局限性将是有趣的，也是必要的。实际意义 为了研究目的，本研究采用两个点图的比较任务，证明了教师在集体论证中的支持类型。出于教学目的，这些类型的支持可以在课程研究小组中指出，并包括在课程计划中，允许讨论和基础数据论证。社会影响 这项研究在公民发展、教育包容、适应技术和流行病变化方面具有社会影响，重点是推理统计推理和教师在促进网上学校课堂集体论证方面的关键作用。原创性/价值 这项研究丰富了关于“课堂研究”的潜力和计划中的在线课程的可能性的知识，以利用数据发展关于集体论证的专业学习，作为应广泛分享的示范性教学做法。
https://doi.org/10.1108/ijlls-12-2023-0180
《The power of feedback in teacher education》
《反馈在教师教育中的作用》
作者：Joanna C. Weaver · Tionge C. Matangula · Gabriel Matney
英文摘要：Purpose This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom. Design/methodology/approach For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions. Findings Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge. Originality/value Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.
中文摘要：目的 这项定性研究扩展了拼图课研究(JLS) ，特别关注反馈对教师候选人(TC)专业知识和教师-教育工作者课堂教学成长的影响。设计/方法/途径 在本研究中，JLS 采用两种不同的方法课程，并遵循课堂学习(LS)的框架，使用 JLS 的小组轮换。在每个课程中，JLS 小组团队在收到反馈和修改他们的课程之前教授另一个团队。然后他们会教另一个小组。在每次迭代之后，团队听取并审查反馈，以修改他们的课程，并为重新教学做准备。在 JLS 过程之后，技术委员会对反馈的影响进行了后期调查，并对反馈进行了分析、编码并与课程的迭代和修订保持一致。调查结果 综合语言艺术(ILA)和数学教师报告说，接受同伴反馈改善了他们的课程，教学材料，修订和学生的参与。通过合作，技术员重视同行对话，多角度和技术员学会提供和接受专业的建设性反馈。总的来说，反馈和协作有助于加强他们的课程规划，因为他们考虑了多种视角。反馈有助于教师在建立专业知识的同时考虑学习者的差异性和多样性以及学生的参与。原创性/价值 虽然以前的研究已经显示了 JLS 在国际学生联合会教师教育课程中的影响，在数学课程中的范围更广，但是这项研究集中在两个教师教育课程中的 JLS 过程。此外，目前的研究往往集中在 LS 过程，但这项研究特别集中在技术中心的知觉反馈的影响，他们的专业和教学的成长。
https://doi.org/10.1108/ijlls-01-2024-0001
《Development of a self-reflection scale for observers of mathematics lesson during lesson study》
《数学课学习观察者自我反思量表的研制》
作者：Takeshi Sakai · Hideyuki Akai · Hiroki Ishizaka · Kazuyuki Tamura · Ban Heng Choy · Yew‐Jin Lee · Hiroaki Ozawa
英文摘要：Purpose This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points. Design/methodology/approach Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors. Findings We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3]. Originality/value Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.
中文摘要：目的 本研究旨在发展一套有助于教师提高数学课堂观察技能的自我反思量表，并探讨日本教师在数学课堂观察中的特点。在 MLO，我们必须预先了解课程计划，以厘清观察点，我们的目标是制定一个包括这些观察点的量表。设计/方法/途径 在问卷调查的基础上，提取了 MLO 的九个视角和两种情境。在此基础上，编制了 MLO 调查问卷。我们对161名教师的测试结果进行了因子分析分析。方差分析用于分析不同教学经验持续时间的差异对所识别因素的影响。调查结果 我们开发了一个由14个项目组成的自我反思量表，其中包括三个因素: [ B1]关注教学技巧和评价，[ B2]关注主动解决问题的课程开发，[ B3]关注学习内容的数学背景。教学经验的持续时间无显著影响，而自我反思量表的三个因素对教学经验的持续时间有显著影响。进一步的多重比较显示焦点程度为[ B2] > [ B1] > [ B3]。原创性/价值 使用该量表的教师可以掌握自己的 MLO 的优缺点，从而实现自我完善。在制定课程计划和实施课程时，观察课程所强调的观点是相同的，从而改进课程。此外，根据所揭示的教师特点，新的 MLO 培训方案可以带来更高质量的课堂研究。
https://doi.org/10.1108/ijlls-07-2023-0090
《Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities》
《在爱尔兰农村地区科学、技术、工程和数学教育背景下开展经验教训研究: 挑战和机遇》
作者：Bridget Flanagan · Máiréad Hourigan · Aisling Leavy
英文摘要：Purpose This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years). Design/methodology/approach Three teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets. Findings Analysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges. Practical implications The study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers. Originality/value This paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.
中文摘要：目的 本研究旨在探索课堂学习作为一种工具的潜力，以支持专业发展(PD)在农村，爱尔兰小学。教学研究被用来设计和实施综合 STEM (科学、技术、工程和数学)课程，对象是4-7岁的儿童。设计/方法/途径 在一个学年的课程中，有三名教师被介绍并参与了四个周期的课堂研究。定性数据来自访谈、每周合作会议和观察表。调查结果 分析表明，经验教训研究支持发展协作文化，并为教师提供了分享知识的机会。研究结果还显示，课堂研究促使教师反思自己在课堂中的角色，使他们能够摆脱教师主导的教学方法。虽然教师认为课堂研究是一种有益的形式的 PD，因素约束他们的参与，包括实践，文化和可持续性的挑战。实际意义 本研究旨在探讨科学、技术、工程、数学(STEM)教育背景下课程研究在初级教育中的适应性。它揭示了教师的第一次经验的课堂研究，给予它的鲜明对比，更“传统”的帕金森经验，他们已经习惯了。因此，本文将引起教师、学校领导和政策制定者的兴趣。原创性/价值 本文提供了一个目前研究不足的领域，在农村背景下的教训研究的初步结果。这项研究还结合了课程研究与 STEM 教育，这还没有被广泛探讨。
https://doi.org/10.1108/ijlls-11-2023-0162
《Supporting teachers’ professional development in the social classroom dynamics domain with lesson study》
《以课堂学习支持教师在社会课堂动力学领域的专业发展》
作者：Jeroen Pronk · Sui Lin Goei · Tirza Bosma · Wilma Jongejan
英文摘要：Purpose Despite their pivotal role in classroom social dynamics, teachers are not always aware of, and/or do not know how to respond to, bottlenecks in these dynamics. This study investigated the effectiveness of the Social Classroom Dynamics Intervention with Lesson Study (SKILS, acronym of the Dutch program name) in supporting teachers with regards to improving their classrooms' social dynamics. Design/methodology/approach A sample of Dutch secondary school classrooms was divided into five SKILS classrooms (n = 86; 53.5% boys; Mage-T0 = 13.62 years and SD = 1.02 years) and nine control classrooms (n = 156; 50.6% boys; Mage-T0 = 13.55 years and SD = 0.89 years). Involvement in bullying and social cohesion was assessed pre- and post-intervention using student peer reports. Teachers of SKILS classrooms formed SKILS teams of five teachers (N = 25; 60% male; Mage-T0 = 42.45 years and SD = 12.81 years; teacher's experience: MT0 = 11.35 years and SD = 8.36 years). Teachers were interviewed post-intervention. Findings While SKILS had little effect on classroom bullying dynamics, it had a positive effect on student social cohesion. Teachers indicated a learning effect with regard to identifying bottlenecks within classroom dynamics and felt more competent to intervene in response to bottlenecks due to SKILS. Originality/value The findings suggest that teachers can successfully impact classroom social cohesion by increasing their knowledge of classroom dynamics and working in Lesson Study (LS) teams with colleagues to develop tailored interventions for these dynamics.
中文摘要：目的 尽管教师在课堂社会动态中扮演着关键角色，但他们并不总是意识到或不知道如何应对这些动态中的瓶颈。本研究调查了社会课堂动态干预与课堂研究(SKILS，荷兰项目名称的首字母缩写)在支持教师改善其课堂社会动态方面的有效性。设计/方法/途径 荷兰中学教室的样本分为五个 SKILS 教室(n = 86; 53.5% 男生; Mage-T0 = 13.62岁，SD = 1.02岁)和九个对照教室(n = 156; 50.6% 男生; Mage-T0 = 13.55岁，SD = 0.89岁)。利用学生同伴报告对干预前后欺凌行为和社会凝聚力的参与进行评估。SKILS 教室的教师组成了由5名教师组成的 SKILS 团队(N = 25; 60% 男性; Mage-T0 = 42.45岁，SD = 12.81岁; 教师经验: MT0 = 11.35岁，SD = 8.36岁)。教师在干预后接受采访。调查结果 技能训练对课堂欺负动态影响不大，但对学生社会凝聚力有正向影响。教师表示在识别课堂动态中的瓶颈方面具有学习效果，他们感到更有能力对由于技能培训导致的瓶颈进行干预。原创性/价值 研究结果表明，教师可以成功地影响课堂社会凝聚力，通过增加他们的知识课堂动态和工作在课堂研究(LS)团队与同事开发适合这些动态的干预措施。
https://doi.org/10.1108/ijlls-10-2023-0140
《The authorship of teachers: jissen kiroku as the core of professionalism in Japanese jugyo kenkyu》
《教师的著作权: 日本后京观教育专业化的核心》
作者：Yuichi Miyamoto
英文摘要：Purpose This paper aims to discuss the significance of teacher authorship (jissen kiroku) developed during jugyo kenkyu. Specifically, it explores the structural conditions of jugyo kenkyu that enabled the flourishing of jissen kiroku. Design/methodology/approach To find how jissen kiroku developed in jugyo kenkyu, this paper settled triad of authors-text-readers as the analytical perspective. Disputes through 1960s–1980s are adequate to inquire because it can elucidate how readers read jissen kiroku, which is typically challenging to observe. Findings Jissen kiroku is a powerful tool for semantically preserving, reconstructing and consolidating professional values and knowledge in jugyo kenkyu with deepening connoisseurship. Voluntary educational research associations (VERAs) encourage teachers to write and read jissen kiroku to develop their professionalism, which also helped develop exclusive semantics within the field. These developments were possible due to the public nature of jissen kiroku, disseminated to lesson study (LS) actors, thereby strengthening discussions both inside and outside VERAs. Research limitations/implications The paper proposes shift in views on educational science and emphasizes authorship as authority in that professionalism of teaching can be protected and elevated through authoring. Originality/value The significant roles of writing practice have not been explored enough. This paper finds the value of authorship in terms of public nature and openness to all teachers which enable the enhancement of professionalism of the LS field.
中文摘要：目的 本文旨在探讨教师著作权(jissen kiroku)在《京都观察》中的发展意义。具体地说，就是探讨了后京观的结构条件，使后生观得以繁荣。设计/方法/途径 本文以作者-文本读者三位一体作为分析视角，探讨日本小六在《京都观音》中的发展历程。20世纪60年代至80年代的争论足以进行调查，因为它可以阐明读者如何阅读日本小六，这是典型的挑战观察。调查结果 Jissen kiroku 是一个强大的工具，用于语义保存，重建和巩固专业价值观和知识的观念，深化鉴赏力。自愿教育研究协会(VERAs)鼓励教师写作和阅读 jissen kiroku，以发展他们的专业精神，这也有助于发展该领域的专有语义。这些发展是可能的，因为公共性质的 jissen kiroku，传播到课程研究(LS)的行为者，从而加强内部和外部的讨论 VERA。研究局限性/影响 本文提出教育科学观念的转变，强调作者权威，认为作者权威可以保护和提升教学的专业性。原创性/价值 写作实践的重要作用还没有得到足够的探讨。本文从公共性和对所有教师的开放性两个方面发现了作者权的价值，这使得 LS 领域的专业性得以提高。
https://doi.org/10.1108/ijlls-05-2023-0062
《Lesson studies in physical education – a scoping narrative》
《体育课程研究: 范围叙事》
作者：Fernanda Marques Santinha · Marcos Onofre · Maria do Carmo de Carvalho e Martins
英文摘要：Purpose Lesson studies, a methodology originally developed in Japan, has been used in an increasing number of contexts, both in relation to initial teacher training and in the context of ongoing professional development. However, the research reported on the use of lesson studies in the training of physical education teachers is very limited. The aim of this review is to identify and analyze published studies on physical education lesson studies and to describe the advantages of using the methodology in the context of this discipline. Design/methodology/approach Exploratory searches were carried out in four multiple-search databases, and 14 publications were found. Information was collected about authors, year of publication, origin and type of study, purposes, concept of the lesson study, methodology and results. Findings The results of the different studies point in the same direction – potential of lesson studies in physical education in initial training and professional development; valuing collaborative work, contextualization and continuous nature; lesson studies as a significant experience; need to create conditions for teachers’ participation in lesson studies; need for further investigation. Originality/value The research reported on the use of lesson studies in the training of physical education teachers is very limited. This review is intended to cover all studies related to the theme of physical education lesson studies published in indexed journals.
中文摘要：目的 课堂研究是最初在日本制定的一种方法，已在越来越多的情况下使用，既用于教师的初步培训，也用于正在进行的专业发展。然而，有关课堂教学法在体育教师培训中的应用研究报道却十分有限。本研究的目的在于识别和分析已发表的体育课研究成果，并描述在体育课研究中使用该方法的优势。设计/方法/途径 在四个多重检索数据库中进行了探索性检索，发现了14篇出版物。收集有关作者、出版年份、研究起源和类型、研究目的、研究概念、研究方法和结果等信息。调查结果 不同研究的结果指向同一个方向: 体育课研究在初期训练和专业发展方面的潜力; 重视协作、情境化和持续性; 课研究是重要的经验; 需要为教师参与课研究创造条件; 需要进一步调查。原创性/价值 关于课堂教学法在体育教师培训中的应用研究报道非常有限。这篇综述旨在涵盖所有与体育课研究主题相关的研究，并发表在索引期刊上。
https://doi.org/10.1108/ijlls-10-2023-0144
《The potential of lesson study in enhancing secondary school mathematics teachers’ pedagogical practices in lesson planning: evidence from Ethiopia》
《课堂研究在提高中学数学教师课堂策划教学实践中的潜力: 来自埃塞俄比亚的证据》
作者：Temesgen Yadeta Dibaba · Abbi Lemma Wedajo · Minnie Faith · Adula Bekele Hunde
英文摘要：Purpose The main purpose of this study was to explore how engaging in lesson study enhances secondary school mathematics teachers’ pedagogical practice in lesson planning in Jimma, Ethiopia. Design/methodology/approach The study employed a design-based research approach with qualitative and quantitative data collected from two secondary schools, and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, questionnaires and document analysis were the main sources of data. Qualitative data were analyzed using themes with the support of Atlas-ti qualitative data analysis software. Quantitative data were analyzed using the Wilcoxon ranked signs test. Findings The findings revealed that engaging secondary school mathematics teachers in lesson study enhanced their lesson planning competence. As a result, teachers began to carefully plan detailed lessons, use curriculum materials and create more student-oriented lessons. Lesson study was found to be a potent model on which to build secondary school mathematics teachers’ lesson planning competence. Hence, it would be rewarding to integrate lesson study into the present school-based teachers’ pedagogical capacity-building program in the study settings. Research limitations/implications The data were collected from particular localities with a small sample size in the quantitative phase. Therefore, it is difficult to generalize to the entire secondary school teachers in the country. However, thick descriptions were provided that would allow readers to determine the transferability of the findings to their specific school context. Future research should investigate the effects that enhanced TPP in lesson planning has on teachers’ mathematics teaching in more schools using a larger sample size. Practical implications This study provides insight into and empirical evidence of how engaging in the process of LS is essential to enhance teachers’ lesson planning competence. It adds important knowledge to a small but growing model of lesson study research. It also informs future researchers in the practical use of LS where lesson planning is a crucial concern in many secondary schools of the country. Originality/value This research was originally conducted to build mathematics teachers' pedagogical practice in lesson planning through lesson study in Ethiopian secondary school contexts.
中文摘要：目的 本研究旨在探讨 Jimma 中学数学教师如何透过进行课堂研习，加强他们在课程策划方面的教学实践。设计/方法/途径 本研究采用设计为基础的研究方法，从两所中学和12名数学教师收集定性和定量数据。采用有目的的抽样技术选择参与者。访谈、观察、问卷调查和文献分析是主要的数据来源。在 Atlas-ti 定性数据分析软件的支持下，使用主题对定性数据进行分析。定量数据采用 Wilcoxon 等级符号检验进行分析。调查结果 研究结果显示，中学数学教师参与课堂学习能提升他们的课堂策划能力。因此，教师开始精心策划详细的课程，使用课程材料，创造更多以学生为本的课程。课堂研究是培养中学数学教师课程策划能力的有效模式。因此，将课堂研究纳入目前校本教师的教学能力建设计划，在学习环境中进行有益的尝试。研究局限性/影响 这些数据是从定量阶段样本量较小的特定地点收集的。因此，很难将其概括到全国中学教师中去。然而，报告提供了详尽的描述，使读者能够确定调查结果是否适用于他们所在学校的具体情况。未来的研究应该使用更大的样本量来探讨课程规划中增强的 TPP 对更多学校教师数学教学的影响。实际意义 本研究旨在了解及经验证明参与通识课程的过程对提升教师的课程策划能力至为重要。它增加了重要的知识，一个小，但不断增长的课堂研究的模式。它还为今后的研究人员在实际使用通识教育方面提供了信息，通识教育的课程规划是该国许多中学关注的一个重要问题。原创性/价值 本研究最初是为了建构埃塞俄比亚中学数学教师在课堂策划中的教学实践。
https://doi.org/10.1108/ijlls-01-2024-0023
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
