e-journal

Towards a comprehensive pedagogical theory to inform lesson study: an editorial review

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Purpose – This editorial review takes its agenda from issues about the meaning and use of variation theory in the context of Lesson Study, which have already been raised in previous issues of the journal. The purpose of this paper is to suggest a way of resolving such issues by locating variation theory in a broader framework of pedagogical theory. Runesson’s editorial commentary on papers in the special issue on the uses of pedagogical and learning theories in the context of Lesson Study suggest that they challenge the presumption that variation theory can be used as a basis for pre-specifying learning objectives in advance of teaching. This raises the issue of which approach to teaching the theory can be matched with; namely, teaching viewed as a technology or teaching viewed as an interactive process with students in which ends cannot be specified independently of the process. Also Hogan’s review of two recent books about Lesson and Learning Study in issue 4.2 raises the issue about the extent to
which the examples supplied abstract the experience of learning from questions about students’ motivation and attitudes in classrooms. Hogan suggests that the widespread use of learning theories,such as variation theory tends to distort the concept of learning employed in Learning Study by emphasizing its cognitive rather than emotional/attitudinal aspects.
Design/methodology/approach – Elliott’s approach to the above issue is to pick up on Posch’s comments in the current issue, which suggest that variation theory has implications for studentmotivation that need to be made more conceptually explicit in the context of Lesson and Learning Study. He argues that this can be done by integrating it into Alexander’s dialogic model of teaching and Stenhouse’s process model of curriculum development, and linking it with two related pedagogical theories that underpin these models; namely, “democratic pedagogy” (Dewey) and “accelerated learning” (Vygotsky).
Findings – Such a conceptual integration of variation theory within a dialogic model of teaching throws light, Elliott argues, on Learning Study viewed as a form of educational action research.
Originality/value – This review paper goes on to examine how the Lesson Studies depicted in Issue 4.4 can be located in the light of the pedagogical framework and perspectives proposed.

Keywords Variation theory, Democratic pedagogy, Dialogic teaching, Learning motivation,Planning by objectives, Principles of procedure, Accelerated learning

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Informasi Detail

Judul Seri

International Journal for Lesson and Learning Studies

No. Panggil

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Penerbit

: Emerald., 2015

Deskripsi Fisik

International Journal for Lesson and Learning Studies Vol. 4 No. 4, 2015 pp. 318-327

Bahasa

English

ISBN/ISSN

DOI 10.1108/IJLLS-08

Klasifikasi

NONE

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

Vol. 4 No. 4, 2015

Subjek

KIMIA

Info Detail Spesifik

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Pernyataan Tanggungjawab

Wati/Agus

Versi lain/terkait

Lampiran Berkas

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