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

doi:10.1080/03004279.2020.1781224

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 journal › Article (journal) › peer-review

4 Citations (Scopus)

243 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 language	English
Pages (from-to)	730-744
Number of pages	15
Journal	Education 3-13: International Journal of Primary, Elementary and Early Years Education
Volume	49
Issue number	6
Early online date	16 Jun 2020
DOIs	https://doi.org/10.1080/03004279.2020.1781224
Publication status	Published - 18 Aug 2021

Keywords

Lesson Study
Bourdieu
Cultural capital
Disaffection
Dialogic engagement

Access to Document

10.1080/03004279.2020.1781224

Allan et al. postprint of Lesson Study and the construction of capitalAccepted author manuscript, 399 KBLicence: CC BY-NC-ND

Cite this

@article{2080968444c948978a2a3947e70ad81e,

title = "Lesson Study and the construction of capital: empowering children through dialogic engagement: empowering children through dialogic engagement",

abstract = "This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers{\textquoteright} pedagogical knowledge, and for shaping teaching practices that encourage children{\textquoteright}s engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers{\textquoteright} perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu{\textquoteright}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.",

keywords = "Lesson Study, Bourdieu, Cultural capital, Disaffection, Dialogic engagement",

author = "David Allan and Ella O{\textquoteright}Doherty and David Boorman and Paul Smalley",

year = "2021",

month = aug,

day = "18",

doi = "10.1080/03004279.2020.1781224",

language = "English",

volume = "49",

pages = "730--744",

journal = "Education 3-13: International Journal of Primary, Elementary and Early Years Education",

issn = "0300-4279",

publisher = "Routledge",

number = "6",

}

Lesson Study and the construction of capital: empowering children through dialogic engagement: empowering children through dialogic engagement. / Allan, David; O’Doherty, Ella; Boorman, David et al.
In: Education 3-13: International Journal of Primary, Elementary and Early Years Education, Vol. 49, No. 6, 18.08.2021, p. 730-744.

Research output: Contribution to journal › Article (journal) › peer-review

TY - JOUR

T1 - Lesson Study and the construction of capital: empowering children through dialogic engagement

T2 - empowering children through dialogic engagement

AU - Allan, David

AU - O’Doherty, Ella

AU - Boorman, David

AU - Smalley, Paul

PY - 2021/8/18

Y1 - 2021/8/18

N2 - 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.

AB - 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.

KW - Lesson Study

KW - Bourdieu

KW - Cultural capital

KW - Disaffection

KW - Dialogic engagement

UR - https://doi.org/10.1080/03004279.2020.1781224

U2 - 10.1080/03004279.2020.1781224

DO - 10.1080/03004279.2020.1781224

M3 - Article (journal)

AN - SCOPUS:85086938460

SN - 0300-4279

VL - 49

SP - 730

EP - 744

JO - Education 3-13: International Journal of Primary, Elementary and Early Years Education

JF - Education 3-13: International Journal of Primary, Elementary and Early Years Education

IS - 6

ER -

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

Abstract

Keywords

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Lesson Study

Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment?

Dr DAVID ALLAN

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

Abstract

Keywords

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Other files and links

Fingerprint

Research output

Lesson Study

Voices of Disaffection: Disengaged and disruptive youths or agents of change and self-empowerment?

Profiles

Dr DAVID ALLAN

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