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

Research output: Contribution to journalArticle (journal)peer-review

3 Citations (Scopus)
121 Downloads (Pure)

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
Pages (from-to)730-744
Number of pages15
JournalEducation 3-13: International Journal of Primary, Elementary and Early Years Education
Volume49
Issue number6
Early online date16 Jun 2020
DOIs
Publication statusPublished - 18 Aug 2021

Keywords

  • Lesson Study
  • Bourdieu
  • Cultural capital
  • Disaffection
  • Dialogic engagement

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