A critical reflection on Learning and Observation in Lesson Study – Dr Phil Wood,@geogphil, Lecturer in Education, University of Leicester
Lesson study has rapidly grown as a popular approach to professional development in countries across the world. Based on teacher collaboration and pedagogic investigation, there is a clear potential for lesson study to offer insights and practice development in classroom environments. However, there are many questions which still need to be asked concerning the processes involved in lesson study.
Learning and observation are central concepts in lesson study but require careful consideration if the use of the approach is to be both critical and transparent. Over the past year the lesson study research groups at the Universities of Leicester and Stavanger have been reviewing the roles of learning and observation in classroom-based pedagogic research, and this session will offer an opportunity to reflect on the issues and possible ways forward for the approach.
A brief bio:
Phil Wood was originally a geography teacher in the depths of Lincolnshire before moving to the University of Leicester in 2006. His teaching and research focus on pedagogy and pedagogic innovation, both of which are underpinned by a complexity theory perspective. He is a founding member of the Lesson Study Research Group at the University of Leicester and convenes the Higher Education Pedagogy Special Interest Group in the School of Education. He also works with several local teacher networks on developing action research projects focused on innovating with classroom practice.
Teaching and Learning Leeds 