Lesson Study as a bridge between two learning contexts

• Published in: International journal for lesson and learning studies Vol. 9; no. 3; pp. 289 - 299
• Main Authors: Lundbäck, Birgitta, Egerhag, Helen
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 13.07.2020; Emerald Group Publishing Limited
• Subjects: Collaboration; Course Descriptions; Educational Needs; Elementary school; Elementary schools; Learning; Learning Processes; Lesson Study; Mapping knowledge; Mathematics Education; Pedagogics and Educational Sciences; Pedagogik och Utbildningsvetenskap; School-age educare; Socioeconomic factors; Special educational needs; Special Needs Students; Student Development; Students; Teaching; Teaching Methods; Sweden; Special educational needs; Mapping knowledge; School-age educare; Collaboration; Elementary school; Lesson Study
• ISSN: 2046-8253; 2046-8261; 2046-8261
• DOI: 10.1108/IJLLS-02-2020-0006

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.