WALS Conference: Teacher’s Talk, Student’s Talk and Facilitator’s Talk

International Journal for Lesson and Learning Studies

In our Virtual Issue within the International Journal for Lesson and Learning Studies (IJLLS), we delve into the thematic threads resonating with the forthcoming WALS 2023 Conference in Zwolle. At the core of Lesson Study lies the vital role of talk – it acts as the driving force behind exploration, comprehension, and improvement. Within Lesson Study, teachers immerse themselves in profound discussions while crafting research lessons and scrutinising student learning. Students’ voices illuminate their learning journey, encompassing both strides and challenges along the way. Additionally, facilitators enrich Lesson Study by providing support to educators and adeptly steering discussions. Throughout this Virtual Issue, each strand – Teachers' Talk, Students' Talk, and Facilitators' Talk – embraces the essence of conversation and dialogue, mirroring the very foundation of Lesson Study. Through meticulously curated sets of ten articles, we aim to magnify the significance of talk in shaping the landscape of Lesson Study. We express our heartfelt gratitude to the contributors, researchers, and educators who have crafted these insightful articles. Join us on a journey to explore Lesson Study through the lens of Talk in this Virtual Issue of IJLLS!

This Virtual Issue will be freely accessible from the 13th of November, 2023, until the 24th of December, 2023.

Teacher's Talk

Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school

Khokhotva, O. and Elexpuru-Albizuri, I. (2021), "Teachers' knowledge creation through “learning keeping” and reflective writing in lesson study: a case study in a Basque country school", International Journal for Lesson and Learning Studies, Vol. 10 No. 3, pp. 274-285. https://doi.org/10.1108/IJLLS-12-2020-0096

Learning through communication: exploring learning potential in teacher teams lesson study talk

Aas, H.K. (2021), "Learning through communication: exploring learning potential in teacher teams lesson study talk", International Journal for Lesson and Learning Studies, Vol. 10 No. 1, pp. 47-59. https://doi.org/10.1108/IJLLS-07-2020-0046

Challenging teachers’ ideas about what students need to learn: Teachers’ collaborative work in subject didactic groups

Martensson, P. and Hansson, H. (2018), "Challenging teachers’ ideas about what students need to learn: Teachers’ collaborative work in subject didactic groups", International Journal for Lesson and Learning Studies, Vol. 7 No. 2, pp. 98-110. https://doi.org/10.1108/IJLLS-11-2017-0048

Students' Talk

The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson

Nozaki, S. (2022), "The study of students' discussion process in a teacher-developed problem-solving learning design: Transcript-based lesson analysis of a social studies lesson", International Journal for Lesson and Learning Studies, Vol. 11 No. 4, pp. 305-317. https://doi.org/10.1108/IJLLS-05-2022-0072

Involving students in lesson study: a new perspective

Tamura, T. and Uesugi, Y. (2020), "Involving students in lesson study: a new perspective", International Journal for Lesson and Learning Studies, Vol. 9 No. 2, pp. 139-151. https://doi.org/10.1108/IJLLS-04-2018-0026

Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

Ng, B. and Latife, A. (2022), "Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective", International Journal for Lesson and Learning Studies, Vol. 11 No. 3, pp. 193-204. https://doi.org/10.1108/IJLLS-01-2022-0007

Different student achievement profiles in a learning study about integers: are the students included?

Lövström, A., Malmqvist, J. and Olteanu, C. (2021), "Different student achievement profiles in a learning study about integers: are the students included?", International Journal for Lesson and Learning Studies, Vol. 10 No. 1, pp. 17-32. https://doi.org/10.1108/IJLLS-06-2020-0036

Facilitator's Talk

Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives

Karabuğa, F. and Ilin, G. (2019), "Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives", International Journal for Lesson and Learning Studies, Vol. 8 No. 1, pp. 60-78. https://doi.org/10.1108/IJLLS-05-2018-0036

Lesson study outcomes: a theoretical model

Mynott, J.P. (2019), "Lesson study outcomes: a theoretical model", International Journal for Lesson and Learning Studies, Vol. 8 No. 2, pp. 117-134. https://doi.org/10.1108/IJLLS-08-2018-0057

Improving teacher learning: variation in conceptions of learning study

Durden, G. (2018), "Improving teacher learning: variation in conceptions of learning study", International Journal for Lesson and Learning Studies, Vol. 7 No. 1, pp. 50-61. https://doi.org/10.1108/IJLLS-09-2017-0041