An intercultural blended lesson study for teaching an in-service teacher education course : Collaboration between Singapore and Finland teacher educators
Jiang, H., Layne, H., & Kallumkal, R. G. (2024). An intercultural blended lesson study for teaching an in-service teacher education course : Collaboration between Singapore and Finland teacher educators. In R. Huang, N. Helgevold, J. Lang, & H. Jiang (Eds.), Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments : Opportunities, Challenges, and Future Directions (pp. 68-86). Routledge. https://doi.org/10.4324/9781003286172-6
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In this study, we investigated how lesson study can be adapted into a blended format to support collaborations between two teacher educators, one works in Singapore and the other in Finland, to explore how they themselves could grow professionally and foster student learning. In spite of the challenges, this blended lesson study project helped the team to (1) make the students' thinking more explicit via classroom assessment, (2) engage students in the critical analysis of alternative perspectives for reflecting upon their professional practices, and (3) provide feedback to the teacher educators on how to tap into different pedagogical approaches to help students find relevance between various theories and practice. We identified four elements that fostered teacher educators' professional growth: explicating respective cultural understandings of teaching and learning, discussing student learning evidence to inform instructional decisions, hybridising different perspectives, and intercultural reflections. These four elements formed a framework of blended intercultural lesson study for teacher educators' professional learning.
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Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments : Opportunities, Challenges, and Future DirectionsPublication in research information system
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