Challenging the self through Lesson Study: The role of dialogic engagement for developing effective pedagogical knowledge

Research output: Contribution to conferencePaperpeer-review

Abstract

Through a synthesis of two research projects that examined both teachers’ and student teachers’ engagement with Lesson Study, this paper explores parallels of conception when micro-communities of knowledge (von Krogh et al., 2000) are formed. The use of dialogic engagement in Lesson Study enables teachers of a variety of abilities and experience to share ideas, to challenge assumptions, and to negotiate values as they engage in the co-construction of knowledge, particularly in ways that are not readily available in the working practices of a typical school, college or university. However, tension is identified where openness and trust can also lead to an increase in levels of anxiety and critical self-awareness that can have a detrimental impact on individual teaching performance and pedagogical knowledge growth. Emphasis on the dialogic processes of Lesson Study can present new challenges yet simultaneously address them when relationships are seen to be comprised through an egalitarian micro-community. The collaborative requirements of Lesson Study result in teachers challenging their existing pedagogical knowledge and reconfiguring their understanding of professional development. This paper, then, argues the need for collaborating actors in Lesson Study to hold strong, trusting relationships so that conversational engagement can lead to productive outcomes that are tailored to individual growth in teaching.
Original languageEnglish
Publication statusPublished - 28 Nov 2023
EventWorld Association of Lesson Studies (WALS) - Windesheim University of Applied Sciences, Zwolle, Netherlands
Duration: 27 Nov 202329 Nov 2023
https://www.walsnet.org/2023/about-the-conference/

Conference

ConferenceWorld Association of Lesson Studies (WALS)
Abbreviated titleWALS23
Country/TerritoryNetherlands
CityZwolle
Period27/11/2329/11/23
Internet address

Keywords

  • Lesson Study
  • Dialogic engagement
  • Pedagogical development
  • Teaching and learning

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