Lesson study: an inter-professional collaboration approach for Educational Psychologists to improve teaching and learning

Norwich, B; Fujita, T; Adlam, A; Milton, F; Edwards-Jones, A. 2018 Lesson study: an inter-professional collaboration approach for Educational Psychologists to improve teaching and learning. Educational Psychology in Practice, 34 (4). 370-385. https://doi.org/10.1080/02667363.2018.1468733

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Abstract/Summary

This paper describes an innovative use of Lesson Study (LS), an internationally used collaborative approach in which teachers develop their teaching knowledge and practices. It aimed to evaluate how EPs join teachers in LS teams, using working memory and other knowledge to inform the teaching of pupils with learning difficulties. The study uses a case study methodology to evaluate LS teams (three teachers and EP) in a primary, secondary and special school. The findings show how working memory knowledge is used in reviewing and planning research lessons, how the teams interact, including the teachers’ perceived EP contribution to the Lesson Study process. The paper illustrates the potential of an inter-professional LS study to embody collaborative reflective practice in order to improve the teaching of pupils with learning difficulties.

Item Type: Publication - Article
Additional Information. Not used in RCUK Gateway to Research.: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Educational Psychology in Practice on 11/06/2018, available online: http://www.tandfonline.com/10.1080/02667363.2018.1468733
Additional Keywords: Lesson study, inter-professional collaboration, working memory, learning difficulties
Divisions: Plymouth Marine Laboratory > Science Areas > Sea and Society
Depositing User: Mr A Edwards-Jones
Date made live: 28 Jun 2018 14:42
Last Modified: 11 Dec 2019 01:58
URI: http://plymsea.ac.uk/id/eprint/7943

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