A3 Book section, Chapters in research books
An intercultural blended lesson study for teaching an in-service teacher education course : Collaboration between Singapore and Finland teacher educators (2024)
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
JYU authors or editors
Publication details
All authors or editors: Jiang, Heng; Layne, Heidi; Kallumkal, Ria George
Parent publication: Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments : Opportunities, Challenges, and Future Directions
Parent publication editors: Huang, Rongjin; Helgevold, Nina; Lang, Jean; Jiang, Heng
ISBN: 978-1-032-26030-3
eISBN: 978-1-003-28617-2
Publication year: 2024
Publication date: 18/08/2023
Pages range: 68-86
Number of pages in the book: 302
Publisher: Routledge
Place of Publication: Abingdon
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.4324/9781003286172-6
Publication open access: Not open
Publication channel open access:
Abstract
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.
Keywords: teacher training; professional development; teachers; students; interculturalism
Contributing organizations
Ministry reporting: Yes
Preliminary JUFO rating: 3
