Welcome to the second virtual issue of the International Journal for Lesson and Learning Studies (IJLLS), where we have selected a series of previously published papers that are relevant to the conference theme. Our goal with the virtual issue is to connect our lesson study community with influential work, raise awareness of the journal as an outlet for lesson and learning study research, and encourage WALS members to interact with journal content through downloads, citations, reviews, and submissions. This virtual issue includes ten papers. Together, they address lesson study during initial teacher education, enhancing noticing during research lessons and evaluating/advancing teachers’ learning during post-lesson discussions. We also have two papers that illustrate cross-cultural views of teaching and learning in lesson study, one that focuses on lesson study in music education, and another that evaluates conditions under which lesson study can thrive. In our view, each of these topics are relevant to conference attendees who are interested in improving student and teacher learning. That learning might focus on content like mathematics or music for students and teachers, but it could also focus on the processes of lesson study itself. We chose to include papers in the context of initial teacher education so that our community could think about the learning teacher educators and their students can continue to do about teaching itself and about lesson study. We hope this issue helps each reader build their personal knowledge of lesson study and encourages you to participate in the journal!
The articles listed below are freely available from the 16th of September until the 16th of October.
A literature review of lesson study in initial teacher education: Perspectives about learning and observation
Development of a self-reflection scale for observers of mathematics lesson during lesson study
The prospects of lesson study in the US: Teacher support and comfort within a district culture of control
Lesson Study: analytic stance and depth of noticing in post-lesson discussions
Preservice teachers' perceptions of a practice-focused lesson study
Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching
Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States
Experiencing and creating contrasts in music
How teachers respond to students’ mistakes in lessons: A cross-cultural analysis of a mathematics lesson
Sarkar Arani, M.R., Shibata, Y., Sakamoto, M., Iksan, Z., Amirullah, A.H. and Lander, B. (2017), "How teachers respond to students’ mistakes in lessons: A cross-cultural analysis of a mathematics lesson", International Journal for Lesson and Learning Studies, Vol. 6 No. 3, pp. 249-267. https://doi.org/10.1108/IJLLS-12-2016-0058