Examining teachers' learning through a project-based learning lesson study: a case study in China

Qi, C; Lai, MY; Liu, L; Zuo, S; Liang, H; Li, R

Examining teachers' learning through a project-based learning lesson study: a case study in China

Qi, C Lai, MY Liu, L Zuo, S Liang, H Li, R

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Publisher:: EMERALD GROUP PUBLISHING LTD
Publication Type:: Journal Article
Citation:: INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES, 2022, 12, (1)
Issue Date:: 2022-12-29

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Field	Value	Language
dc.contributor.author	Qi, C
dc.contributor.author	Lai, MY
dc.contributor.author	Liu, L
dc.contributor.author	Zuo, S
dc.contributor.author	Liang, H
dc.contributor.author	Li, R
dc.date.accessioned	2023-02-01T03:50:21Z
dc.date.available	2023-02-01T03:50:21Z
dc.date.issued	2022-12-29
dc.identifier.citation	INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES, 2022, 12, (1)
dc.identifier.issn	2046-8253
dc.identifier.uri	http://hdl.handle.net/10453/165772
dc.description.abstract	<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>The research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>The study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.</jats:p></jats:sec>
dc.language	English
dc.publisher	EMERALD GROUP PUBLISHING LTD
dc.relation.ispartof	INTERNATIONAL JOURNAL FOR LESSON AND LEARNING STUDIES
dc.relation.isbasedon	10.1108/IJLLS-09-2022-0127
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Examining teachers' learning through a project-based learning lesson study: a case study in China
dc.type	Journal Article
utslib.citation.volume	12
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
dc.date.updated	2023-02-01T03:50:17Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	12
utslib.citation.issue	1

Abstract:

PurposeThis study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study.Design/methodology/approachIn this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative research method, this study employed a locally integrating networking strategy to combine the modified Interconnected Model of Teacher Professional Growth (IMTPG) and Bannister's framework to describe the teachers' knowledge change when participating in a lesson study on project-based learning.FindingsThe research revealed that the school teachers' knowledge about authenticity and assessment in the context of project-based learning was changed after the lesson study and how the changes were triggered.Originality/valueThe study demonstrates how the networking of two different theories—modified IMTPG and Bannister's framework—contributes to a better understanding of the process of teachers' collective practice, as well as the knowledge change in PjBL. This networking was done by combining the two theories, which were superimposed at the domain of practice.

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http://hdl.handle.net/10453/165772