Author(s): Guy Durden, (Department of Curriculum, Pedagogy and Assessment, Institute of Education, University College London, London, UK) Abstract: Purpose The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study. Design/methodology/approach A phenomenographic study based on semi-structured interviews with […]
A literature review of lesson study in initial teacher education: Perspectives about learning and observation
Author(s): Deborah Lynn Sorton Larssen, (Department of Teacher Education, University of Stavanger, Stavanger, Norway) Wasyl Cajkler, (School of Education, University of Leicester, Leicester, UK Reidar Mosvold, (Department of Teacher Education, University of Stavanger, Stavanger, Norway) Raymond Bjuland, (Department of Teacher Education, University of Stavanger, Stavanger, Norway) Nina Helgevold, (Department of Teacher Education, University of Stavanger, Stavanger, Norway) Janne Fauskanger, (Department of Teacher Education, University of Stavanger, Stavanger, Norway) Phil Wood, (School of Education, University of Leicester, Leicester, UK) Fay Baldry, (School of […]