Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Huang, X; Lai, MY; Huang, R

Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Huang, X Lai, MY Huang, R

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Publisher:: Emerald
Publication Type:: Journal Article
Citation:: International Journal for Lesson and Learning Studies, 2021, 10, (2), pp. 202-216
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Huang, X
dc.contributor.author	Lai, MY
dc.contributor.author	Huang, R
dc.date.accessioned	2021-11-09T06:59:47Z
dc.date.available	2021-11-09T06:59:47Z
dc.date.issued	2021-01-01
dc.identifier.citation	International Journal for Lesson and Learning Studies, 2021, 10, (2), pp. 202-216
dc.identifier.issn	2046-8253
dc.identifier.issn	2046-8261
dc.identifier.uri	http://hdl.handle.net/10453/151461
dc.description.abstract	Purpose: This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia. Design/methodology/approach: An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems. Multiple data sets including videos of research lessons, debriefings and audios of interviews were collected. From the expansive learning perspective, based on a fine-grained qualitative data analysis, various contradictions (as driving forces of learning) were identified and the ways of resolving the contradictions (as enactment of learning) were located to feature teacher learning throughout the online lesson study process. Findings: Teachers' expansive learning includes enhancing teachers' MKT and Mathematics TPACK, developing instructional design skills and capabilities in addressing challenges occurring in the virtual environment were identified. Research limitations/implications: Theoretically, the study illustrated how expansive learning theory could be utilized to examine teacher collaborative learning in the online cross-cultural lesson study. Practically, this study showed that reiterative cycles and experts' facilitation are crucial to expansive learning for linking research to classroom practice. However, this study did not focus on student learning in the virtual environment. Australian teachers' reciprocal learning through the online lesson study also requires further exploration. Originality/value: Both online lesson study and cross-cultural collaboration are innovative. The expansive learning lens are creatively used to examine the complexity of teacher learning in such a novel environment.
dc.language	en
dc.publisher	Emerald
dc.relation.ispartof	International Journal for Lesson and Learning Studies
dc.relation.isbasedon	10.1108/IJLLS-09-2020-0076
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	‘This article is (c) Emerald Group Publishing and permission has been granted for this version to appear here (https://www.emerald.com/insight/content/doi/10.1108/IJLLS-09-2020-0076/full/html). Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.'
dc.title	Teachers' learning through an online lesson study: an analysis from the expansive learning perspective
dc.type	Journal Article
utslib.citation.volume	10
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2023-05-31T00:00:00+1000Z
dc.date.updated	2021-11-09T06:59:46Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	10
utslib.citation.issue	2

Abstract:

Purpose: This study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia. Design/methodology/approach: An expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems. Multiple data sets including videos of research lessons, debriefings and audios of interviews were collected. From the expansive learning perspective, based on a fine-grained qualitative data analysis, various contradictions (as driving forces of learning) were identified and the ways of resolving the contradictions (as enactment of learning) were located to feature teacher learning throughout the online lesson study process. Findings: Teachers' expansive learning includes enhancing teachers' MKT and Mathematics TPACK, developing instructional design skills and capabilities in addressing challenges occurring in the virtual environment were identified. Research limitations/implications: Theoretically, the study illustrated how expansive learning theory could be utilized to examine teacher collaborative learning in the online cross-cultural lesson study. Practically, this study showed that reiterative cycles and experts' facilitation are crucial to expansive learning for linking research to classroom practice. However, this study did not focus on student learning in the virtual environment. Australian teachers' reciprocal learning through the online lesson study also requires further exploration. Originality/value: Both online lesson study and cross-cultural collaboration are innovative. The expansive learning lens are creatively used to examine the complexity of teacher learning in such a novel environment.

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http://hdl.handle.net/10453/151461