A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning |
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| Institution: | 1. School of Languages and Linguistics, Griffith University, Nathan, Queensland 4111, Australia;2. Griffith English Language Institute, Griffith University, Nathan, Queensland 4111, Australia;1. The University of Southern Mississippi, Department of Curriculum, Instruction & Special Education, 118 College Drive, #5057, Hattiesburg, MS 39406, USA;2. Auburn University, Department of Curriculum and Teaching, 5040 Haley Center, Auburn University, AL 36849, USA;1. Department of Teacher Education, Erickson Hall, 620 Farm Lane, Room 359, Michigan State University, East Lansing, MI, 48824, USA;2. School of Historical, Philosophical, & Religious Studies, Mary Lou Fulton Teachers College, Arizona State University, USA;3. Teacher Development and Educational Studies, Oakland University, USA;4. The Integrative,Religious, and Intercultural Studies Department, Grand Valley State University, USA;1. Cardiff University, UK;2. Northumbria University, UK |
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| Abstract: | Lesson study has been implemented as a viable approach to support teachers' professional development. Yet, this approach has not been thoroughly examined in relation to key micro-political power relations that are arguably endemic to the use of this collaborative learning model. Accordingly, this paper discusses post-structural concepts that might be used to envision and underpin how teachers come to engage with their students, with their peers, and with external consultants. Taken together, the findings in this paper illustrate how a micro-political perspective can be linked with teachers' professional development as well as their practices of identity construction. |
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