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Article: Learning study: Helping teachers to use theory, develop professionally, and produce new knowledge to be shared

TitleLearning study: Helping teachers to use theory, develop professionally, and produce new knowledge to be shared
Authors
KeywordsLearning study
Lesson study
Phenomenography
Teacher professional learning
Variation theory of learning
Issue Date2012
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2012, v. 40 n. 3, p. 589-606 How to Cite?
AbstractThe lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory-the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting. © 2011 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/144941
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPang, MFen_HK
dc.contributor.authorLing, LMen_HK
dc.date.accessioned2012-02-21T05:43:33Z-
dc.date.available2012-02-21T05:43:33Z-
dc.date.issued2012en_HK
dc.identifier.citationInstructional Science, 2012, v. 40 n. 3, p. 589-606en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/144941-
dc.description.abstractThe lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory-the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting. © 2011 The Author(s).en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe Author(s)en_US
dc.rightsCreative Commons: Attribution 3.0 Hong Kong Licenseen_US
dc.subjectLearning studyen_HK
dc.subjectLesson studyen_HK
dc.subjectPhenomenographyen_HK
dc.subjectTeacher professional learningen_HK
dc.subjectVariation theory of learningen_HK
dc.titleLearning study: Helping teachers to use theory, develop professionally, and produce new knowledge to be shareden_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4551/resserv?sid=springerlink&genre=article&atitle=Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared&title=Instructional Science&issn=00204277&date=2011-10-08& spage=1&authors=Ming Fai Pang, Lo Mun Lingen_US
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hken_HK
dc.identifier.authorityPang, MF=rp00946en_HK
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1007/s11251-011-9191-4en_HK
dc.identifier.scopuseid_2-s2.0-84859953738en_HK
dc.identifier.hkuros205971-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84859953738&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue3en_HK
dc.identifier.spage589en_HK
dc.identifier.epage606en_HK
dc.identifier.eissn1573-1952en_US
dc.identifier.isiWOS:000303382500008-
dc.publisher.placeNetherlandsen_HK
dc.description.otherSpringer Open Choice, 21 Feb 2012en_US
dc.identifier.scopusauthoridPang, MF=8333263400en_HK
dc.identifier.scopusauthoridLing, LM=10939617100en_HK
dc.identifier.citeulike9908727-

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