Barriers to creating a science of the art of teaching via Participative Action Research; learning from the tribulations of Lesson Study in different epistemic cultures
Dados Bibliográficos
| ID | 21600910 |
|---|---|
| Autores | Jacquelien Bulterman-Bos (0000-0002-4164-0982, Open Doors Education, Amsterdam, The Netherlands, autor correspondente) |
| Ano | 2022 |
| Volume | 30 |
| Fascículo | 1 |
| Páginas | 22-38 |
| Data de publicação | 2022-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Educational Action Research (JOURNAL) |
| Identificadores do periódico | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2020.1777440 |
| OpenAlex | W3033572337 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 52 |
The question of how to create a common framework for teaching (a science of the art of teaching) has often been a topic of discussion. As a result of Lesson Study, such a framework has emerged in Japan for science education. Outside Japan, however, creating a common framework for teaching has appeared to be far from easy. This article focuses on two cases in which Lesson Study outside Japan was (tacitly) transformed in such a way that the focus of research changed from a classroom level to a meta-level. The analysis relates the transformation to the epistemic culture outside Japan, where, at most education faculties, conducting research is separated from practicing the craft of teaching in mandatory education. This epistemology encourages research about teachers rather than for teachers. As a result, the development of a common framework for teaching is overshadowed. Based on the tribulations of Lesson Study, this article draws conclusions which could foster a habitat for participative action research that can contribute to teaching becoming a true profession
Action research · Craft · Mathematics education · Pedagogy · Sociology · Teaching method · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology
The Concept of Mind
Social Practices
Barriers and conditions for teachers’ utilisation of academic knowledge
Teacher Vulnerability
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Bridging Epistemologies
The reflective practitioner
Personal Knowledge
The Site of the Social
Negotiating a common language and shared understanding about core practices
Objectivity in Educational Research
A Knowledge Base for the Teaching Profession
The Peculiar Problems of Preparing Educational Researchers
Clinical Design Sciences
The New Scholarship in Teacher Education
Wallace Foundation Distinguished Lecture—What Makes Education Research “Educational”
What Is Improvement Science? Do We Need It in Education
Will a Clinical Approach Make Education Research More Relevant for Practice
Learning about and learning from expert teachers
Back to the Future
Action research as a practice-based practice
Epistemic Cultures
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
On the Nature of Teaching and Teacher Education
Improving Teaching and Teachers
The Manufacture of Knowledge
Epistemic Cultures
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 0,33 |
| Intervalo de citações | 2023 - 2023 (1) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |