Lesson Study and the construction of capital: empowering children through dialogic engagement: empowering children through dialogic engagement

David Allan*, Ella O’Doherty, David Boorman, Paul Smalley

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers’ pedagogical knowledge, and for shaping teaching practices that encourage children’s engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers’ perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu’s notion of capital was used to conceptualise and analyse the impact on children. It is proposed that Lesson Study generates opportunities for teachers to explore relations of power through dialogue between teacher and child.
Original languageEnglish
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
Early online date16 Jun 2020
DOIs
Publication statusPublished - 2020

Keywords

  • Bourdieu
  • Lesson Study
  • cultural capital
  • dialogic engagement
  • disaffection

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