This webinar was chaired by Dr. Sui Lin Goei, Professor Inclusive Learning Environments at Windesheim University and Assistant Professor at LEARN! Research Institute at VU Amsterdam, the Netherlands, and was presented by Tijmen Schipper MSc, also of Windesheim University, Fenna Wolthuis MSc of Groningen University, and Susanne Jansen MSc of Utrecht University, all in the Netherlands. Prof Stéphane Clivaz of Lausanne University of Teaching Education, Switzerland, will be the discussiant of this research seminar.
This webinar will showcase three illustrations of PhD research in the Netherlands that represent the three themes of the forthcoming WALS2019 conference e.g., Crafting, Sustainable, and Pedagogies. They will also discuss evidence of teacher learning from these cases. All cases will be discussed by Prof Stéphane Clivaz.
The titles of the respective talks are as follows:
- Crafting: Tijmen Schipper – The influence of Lesson Study on adaptive teaching, teacher self-efficacy, and the school context.
- Sustainable: Fenna Wolthuis – Sensemaking for sustainability: the role of teachers’ sense making for sustaining Lesson Study.
- Susanne Jansen – Developing higher order thinking skills in biology using Lesson Study.
Short bio’s of the presenters:
Tijmen Schipper currently works as a head of curriculum of the teacher training department for vocational education at Windesheim University of Applied Sciences (Zwolle, the Netherlands). This department offers teacher training programs for Economics, Health & Care, and Technical teachers wishing to pursue a teaching career in prevocational (secondary level) and vocational education. In addition to this, I am in the final stage of my PhD focusing on the influence of Lesson Study on adaptive teaching competence, teacher self-efficacy and the school context (in terms of culture and conditions).
Fenna Wolthuis currently is in her third year of her PhD research in which I investigate how to sustainably organize lesson study in secondary schools in the Netherlands. My research focuses on how schools engage in the organizational work necessary to implement lesson study and how teachers create and make sense of lesson study as an organizational routine.
Susanne Jansen is a biology teacher at Gymnasium Novum and a PhD student at the Freudenthal Institute, Utrecht University. Earlier she worked as content developer at “De Praktijk”, a project and consulting company for science education and communication. Her research focuses on the use of visual models in biology education and employs Lesson Study as a means for collaborative development of lessons and studying the development students’ reasoning.