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WALS 2024 Conference: Lesson Studies: Aspiring to Better Learning and Teaching

International Journal for Lesson and Learning Studies

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
Larssen, D.L.S.Cajkler, W.Mosvold, R.Bjuland, R.Helgevold, N.Fauskanger, J.Wood, P.Baldry, F.Jakobsen, A.Bugge, H.E.Næsheim-Bjørkvik, G. and Norton, J. (2018), "A literature review of lesson study in initial teacher education: Perspectives about learning and observation", International Journal for Lesson and Learning Studies, Vol. 7 No. 1, pp. 8-22. https://doi.org/10.1108/IJLLS-06-2017-0030
Development of a self-reflection scale for observers of mathematics lesson during lesson study
Sakai, T.Akai, H.Ishizaka, H.Tamura, K.Choy, B.H.Lee, Y.-J. and Ozawa, H. (2024), "Development of a self-reflection scale for observers of mathematics lesson during lesson study", International Journal for Lesson and Learning Studies, Vol. 13 No. 2, pp. 71-86. https://doi.org/10.1108/IJLLS-07-2023-0090
The prospects of lesson study in the US: Teacher support and comfort within a district culture of control
Gero, G. (2015), "The prospects of lesson study in the US: Teacher support and comfort within a district culture of control", International Journal for Lesson and Learning Studies, Vol. 4 No. 1, pp. 7-25. https://doi.org/10.1108/IJLLS-02-2014-0007
Lesson Study: analytic stance and depth of noticing in post-lesson discussions
Karlsen, A.M.F. and Helgevold, N. (2019), "Lesson Study: analytic stance and depth of noticing in post-lesson discussions", International Journal for Lesson and Learning Studies, Vol. 8 No. 4, pp. 290-304. https://doi.org/10.1108/IJLLS-04-2019-0034
Preservice teachers' perceptions of a practice-focused lesson study
Shelton, R.N.Rogers, R.M. and Wilkerson, T.L. (2023), "Preservice teachers' perceptions of a practice-focused lesson study", International Journal for Lesson and Learning Studies, Vol. 12 No. 3, pp. 214-225. https://doi.org/10.1108/IJLLS-11-2022-0168
Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching
Suh, J.Gallagher, M.A.Capen, L. and Birkhead, S. (2021), "Enhancing teachers' noticing around mathematics teaching practices through video-based lesson study with peer coaching", International Journal for Lesson and Learning Studies, Vol. 10 No. 2, pp. 150-167. https://doi.org/10.1108/IJLLS-09-2020-0073
Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents
Biza, I. and Nardi, E. (2019), "Scripting the experience of mathematics teaching: The value of student teacher participation in identifying and reflecting on critical classroom incidents", International Journal for Lesson and Learning Studies, Vol. 9 No. 1, pp. 43-56. https://doi.org/10.1108/IJLLS-02-2019-0017
Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States
Huang, R.Weaver, J.C.Matney, G.Huang, X.Wilson, J. and Painter, C. (2024), "Exploring teacher learning through a hybrid cross-cultural lesson study in China and the United States", International Journal for Lesson and Learning Studies, Vol. 13 No. 1, pp. 41-55. https://doi.org/10.1108/IJLLS-07-2023-0093
Experiencing and creating contrasts in music
Wallerstedt, C. (2014), "Experiencing and creating contrasts in music", International Journal for Lesson and Learning Studies, Vol. 3 No. 1, pp. 46-65. https://doi.org/10.1108/IJLLS-06-2013-0036
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