Purpose Translating lesson study (LS) into a new country comes with implementation challenges. Scotland is no exception to this. We explore how researchers have adapted and developed parts of the LS cycle enhance collaborative advantage. Design/methodology/approach present two cases: one exploring English lessons 7–8-year-olds second fractions 8–9-year-olds. Both cases were mapped against an conceptual model. The analysed using advantage theory identify elements that supported collaboration...

This paper seeks to extend the debate around contested concept of ‘reflective practitioner.’ has influenced practice-based learning across a range disciplines, including social work, nursing and teaching although assumptions are commonly made about its value developing practitioner, it also been subject critique. From perspective Scottish teacher-education, we propose moving beyond accepted reflective practices arrive at reframing as ‘more than human’ (Strom Viesca, 2021) endeavour, in way...

Global interest in Lesson Study (LS), an iterative professional development model, is growing rapidly and has resulted a rich body of findings that report mixed outcomes impacts on teacher learning. In this conceptual paper, we argue the field LS currently lacks model can help tie these more closely to common schematic descriptive framework. Reviewing research development, derive purpose such criteria it should fulfill. We then examine current models, showing several aspects, as inputs,...

Purpose Lesson study (LS) research is disadvantaged by a lack of clarity surrounding the potential outcomes an LS cycle can produce for participant learning. The purpose this paper to set out model achieve. identifies limitations that occur in groups and how these impact on overall participants. Design/methodology/approach Case studies are used exemplify different taken from five years work primary school England. case shape four model, defining contextualising attributes characteristics...

Purpose Productive friction (Ward et al. , 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration the self-perception two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements generate professional for pracademics. Design/methodology/approach Using consecutive Lesson Study cycles a boundary object, authors pracademic identity through spatial approach. Their perceptions are...

Purpose Lesson study (LS) is a collaborative form of action research. Collaboration central to LS methodology, therefore exploring and expanding the understanding features that occur in priority. This paper explores collaboration existing publications on consider if, as Quaresma (2020) notes, simplistically referred within Design/methodology/approach Utilising qualitative review literature explore through Mynott's (2019) outcome model Huxham Vangen's (2005) theory advantage inertia. 396...

Background/purpose -Developing the body of knowledge about how facilitators act and engage with participants is essential to developing Lesson Study (LS) facilitation.This research reveals two LS from United Kingdom States support lead cycles.Materials/methods -We used Standards, Assessment, Instruction Intervention, Leadership, Sustainability (SAILS) framework (Hasbrouck & Denton, 2005; Hasbrouck Michel, 2022) explore thematically code reflective semi-structured interviews between...

Transition from secondary school into higher education can be emotionally and academically challenging for students, demystifying academic assessments their requirements help build students' confidence as well attainment. Whilst there has been much focus on the importance of building assessment skills, less attention paid to perspectives how this best achieved, an under-utilisation co-construction learning aid skills development. As such study aimed use a participatory action research model...

In response to the Covid-19 pandemic, virtual observations were introduced assess studentteachers, in a Scottish Initial Teacher Education (ITE) department. This research criticallyreflects on usage of these as they deployed large scale tomeant emergency requirements teacher education during pandemic. Using GroundedTheory qualitative frame (Merriam & Tisdell, 2016), this employs Clarke’s (2005)situational analysis provide insights into how effective are theassessment teaching practicum....