Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22484
Title: 
Authors: 
Keywords: 
Lesson study
Singapore
Teacher professional learning
English language teaching and learning
Primary or elementary school
Shared Book Approach
Issue Date: 
2017
Citation: 
Goh, R., & Fang, Y. (2017), Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. International Journal for Lesson and Learning Studies, 6(2), 135-150. https://doi.org/10.1108/IJLLS-11-2015-0037
Abstract: 
Purpose
The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge.

Design/methodology/approach
An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study discussions were open coded for the content of teacher discourse and the sources of influences on the teachers’ reasoning and action.

Findings
The findings indicate that each stage of the lesson process engaged teachers’ deliberative discourse differently and constituted their building a common inquiry stance into the problem of student learning in reading and writing, moving away from a lesson-based view to embracing a curriculum-based deliberation, and challenging their shared assumptions and enabling their learning to adopt the students’ lens in improving the research lesson.

Originality/value
This study provides an illustrative case on how teachers’ talk about work practices in lesson study mediated teacher learning in a group context. The study established the importance of an interconnected view of teacher interaction in lesson study that factored in the consideration of the influences at the teachers’ level and at the school’s level that enabled and/ or impeded a broader consideration of practice and richer conditions for the mentoring of novice teachers in the team.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal for Lesson and Learning Studies. The published version is available online at https://doi.org/10.1108/IJLLS-11-2015-0037
URI: 
ISSN: 
2046-8253
Other Identifiers: 
10.1108/IJLLS-11-2015-0037
Website: 
Appears in Collections:Journal Articles

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