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L'étude collective de leçons est une méthode parfaite pour aider les enseignants, qu'ils soient expérimentés ou non, à apprendre et à réfléchir sur leur propre pratique d'enseignement, leurs convictions pédagogiques et leurs attitudes. Elle a une très longue tradition au Japon et en Asie de l'Est, où les résultats scolaires sont très élevés. L'étude de leçons implique une planification conjointe, une observation conjointe et une analyse conjointe, au cours desquelles les enseignants imaginent collectivement l'apprentissage. L'approche de l'étude de leçons est très bénéfique car les enseignants peuvent acquérir de nouvelles compétences et de nouveaux matériels pédagogiques à mettre en œuvre. Elle permet également d'échanger des stratégies d'apprentissage entre disciplines et offre une réelle opportunité de collaboration entre enseignants. En outre, les enseignants peuvent voir les aspects de l'apprentissage des élèves à travers le regard des autres, ils peuvent réfléchir à leurs propres pratiques et devenir plus conscients des processus d'enseignement et d'apprentissage en jeu dans leurs classe.
2009
p. 9: „Lesson study is an ideal way of the continuous professional development in order to improve the teachers’ personality, teaching as such and school enhancement. Its aim is to analyse and make suggestions regarding certain aspects of a particular lesson and improve a learning situation.
p. 106: „Lesson study should always concentrate on and reflect to that particular social and ideological context in which it is rooted to preserve its main elements while constantly producing new variations.”
2014
p. 4. „Lesson Study helps experienced as well as inexperienced teachers to learn. Because, through its processes of joint planning, joint observation and joint analysis, we have collectively to imagine learning. So, we get to see aspects of pupil learning through the eyes of others as well as through our own, and we compare actual learning observed in the research lesson with the learning we imagined when we planned it. This forces us to become conscious of things we would normally not be conscious of either because we would filter it out or because it would be dealt with through our tacit knowledge system.”
p. 17. „Remember that articulating and explaining practice and making it visible to others: (a) helps those learning from their peers improve their practice (b) improves the performance of the person doing the explaining or coaching. This is because it makes visible what is often tacit knowledge of practice - which teachers use but never express. Articulating this helps them become more aware of their knowledge themselves and therefore more able to improve it further.”
2015
40 lessons were recorded in 6 schools and then transcripted using ELAN software. The template used to transcipt the lessons puts the points for analysis in a hierarchical structure. Lesson study can be made according to the points in the template, and ELAN is a perfect tool to do research on several aspects, e.g. teacher-student communication. The recorded lessons are used in teacher training and are available in Word and Excel format as well.”
This volume covers three areas of lesson study: the relation between teacher competences and lesson planning, lesson studies based on video recorded lessons, and teacher interviews on the profession of being a teacher and lesson study. The main topics of the book are: analysing teacher competences, questions of lesson planning, using dicourse elements, verbal and nonverbal means of communication, students in classroom discourse.
p. 131. „Being reflective on teaching process is one of the most relevant competences for teachers. Lesson study gives an insight into teachers’ way of thinking from the first step of lesson preparation till the final phase of student assessment.”
2016
"It was found that the planning process in LS focuses on task design (e.g., appropriateness of tasks and anticipation of students’ solutions) and the flow of the research lesson (e.g., comparison and discussion of students’ work)." (p.11)
In this paper, the authors review the literature on lesson study with mathematics teachers. They have synthesised their review into four themes (conceptualisation of lesson study, theoretical perspectives on lesson study research, benefits of lesson implementation, and studies and challenges to adapting lesson study). They point out many constraints and challenges to adapting and sustaining large-scale lesson studies. The biggest obstacle is the structure that does not have the means to conduct the lesson study. They propose, for example, strong leadership from district and school leaders.
A three-phase model of school-based Collaborative Lesson Research, focused on implementation of the new learning standards for mathematics, is being piloted at 15 urban schools in three major school districts in the US.
p. 514. Based on those reports, researchers, educators, and teachers around the world have attempted to use lesson study to improve mathematics teaching and learning. But almost none of those researchers or educators had observed lesson study in Japan, or had prior experience of doing lesson study themselves. Some of these projects faithfully followed the descriptions of lesson study, and some adapted the process to fit the limited time that most schools were willing to offer. Nevertheless they hoped to replicate the success of lesson study in Japan at transforming traditional teacher-centered instructional practice to student-centered instruction that focuses on mathematical thinking and problem solving.
p. 516. Teachers from over 30 different schools in the city have been engaged in lesson study since 2002, but, as mentioned previously, these efforts were almost all disconnected from school initiatives and eventually faded away. But now five public elementary schools, serving students from kindergarten through grade 8, are using lesson study as their major form of professional development for mathematics. In this section, we describe the evolution of lesson study at the five schools and describe what we are learning from their work.
p.519. As a form of lesson study, CLR is an investigation undertaken by a group of educators, usually teachers, using live lessons to answer shared questions about teaching and learning. We define collaborative lesson research (CLR) as having the following components: 1. A clear research purpose 2. Kyouzai kenkyuu 3. A written research proposal 4. A live research lesson and discussion 5. Knowledgeable others 6. Sharing of results We now elaborate on each of these.
2017
Bryk, A. S. (2017). Accélérer la manière dont nous apprenons à améliorer, Éducation et didactique, 11(2), 11-30. https://journals.openedition.org/educationdidactique/2796
« Pour être clair, afin de traiter avec efficacité la question de la complexité des tâches et des organisations, il ne s’agit pas d’imposer des normes apparemment arbitraires, venues de l’extérieur ou d’en haut. Bien plutôt, cela implique la constitution d’une communauté d’amélioration de l’éducation, qui crée activement ces normes, en appui sur ses enquêtes rigoureuses. Les praticiens doivent s’engager pleinement avec les chercheurs, mais aussi d’autres acteurs de l’éducation, dans le développement, l’évaluation et l’amélioration du travail clinique de l’enseignement scolaire (the clinical work of schooling). » (Bryk, 2017, p. 22)
Cette référence est pertinente pour plusieurs raisons : 1. Elle a une dimension internationale largement reconnue, elle émerge hors d’Europe et a été largement diffusée en Europe ; 2. Elle présente les soubassements d’une perspective coopérative, telle que celle-ci soutient les fondements des ingénieries coopératives et des études collectives de leçon, au travers de sa dimension de « communauté d’amélioration », de sa fonction principale – créer ses propres normes – et de ses moyens d’action privilégiés – des enquêtes rigoureuses.
Martin, D., & Clerc-Georgy, A. (2017). La lesson study, une démarche de recherche collaborative en formation des enseignants ? Phronesis, 6(1-2), 35–47. https://doi.org/10.7202/1040216ar.
« [...] le processus d’élaboration de la leçon ainsi que l’analyse de son déroulement nécessitent que tous les membres du groupe LS adoptent une posture clinique. Il s’agit, tout d’abord, de choisir un thème sur lequel travailler, d’analyser l’objet d’apprentissage retenu, de définir un objectif d’apprentissage, d’identifier les obstacles et les difficultés que peuvent rencontrer les élèves dans l’appropriation de cet objet, d’explorer différentes variantes d’une leçon et d’en examiner les forces et les faiblesses pour en retenir une qui sera mise à l’épreuve dans une classe. Ensuite, il s’agit d’observer et d’analyser la leçon, notamment les interactions entre enseignant et élèves ainsi que les processus d’apprentissage mis en œuvre par les élèves et les résultats obtenus, et donc de mesurer l’impact de la leçon sur les apprentissages des élèves, de repérer les failles de la leçon donnée pour l’améliorer. Dans cette perspective, toutes les personnes impliquées participent au processus de recherche qu’est une LS, chacune avec son champ d’expertise et ses compétences. » (p. 46)
Les auteurs présentent dans cet article le lien entre la démarche de lesson study et les liens avec la recherche collaborative. Ceci s’inscrit pleinement dans la démarche employée par DICO+. Leur travail vise à mettre en avant quelques éléments montrant que les lesson study sont bien une forme de recherche collaborative. Lors des lesson study ils ont collecté les plans des leçons, les enregistrements des leçons ainsi que les observations faites en classe durant leur déroulement et les productions des élèves.
p. 290 “Through cooperative group discussion, the students were trained to express their ideas to other members and to respect the opinion of others. Thus it would be beneficial for both sides for those who have high or low abilities. Those who have low skills would be assisted as they interact with having higher skills. On the other hand those who have higher skills would feel satisfied as they could help their peers.”
p. 291 “Based on this study, specifically in cooperative learning context, there were many interactive tasks that naturally improved the students’ knowledge, language use and social interaction skills. (…) The findings that supported the questions in this study favored cooperative learning as a powerful instructional method to enhance the students’ cooperation in terms of positive interdependence, individual account- ability, equal participation, simultaneous interaction and social skills. In a group discussion, team members were assigned to present the material and communicate the discussed subject to the class members in good English. Thus, cooperative learning could achieve the positive effects in language acquisition as well as enhancing motivation toward learning English.”
2018
Clivaz, S. (2018). Développement des connaissances mathématiques pour l’enseignement au cours d’un processus de lesson study. In T. Barrier et C. Chambris (eds), Actes du séminaire international de didactique des mathématiques 2016. IREM de Paris-Université Paris-Diderot, 287-302. https://orfee.hepl.ch/handle/20.500.12162/169
"Stiegler et Hiebert ont décrit ce qui, selon eux, expliquait pourquoi, par contraste avec l'enseignement essentiellement procédural aux USA, les enseignants japonais avaient un enseignement des mathématiques à la fois efficace et essentiellement axé sur la compréhension des mathématiques et la résolution de problème : la pratique des Jugyo Kenkyu.... les LS démarrent à partir d'une difficulté d'enseignement ou d'apprentissage identifiée par un groupe d'enseignants. Les enseignants analysent l'apprentissage visé, étudient la notion, consultent les divers manuels, étudient des articles de revues professionnelles, etc. Cette étude leur permet de planifier ensemble une leçon." (p.288-289)
Cette référence est pertinente pour plusieurs raisons : 1. Cette référence présente en détail une expérimentation d’étude collective de leçon menée en mathématiques ; 2. Cette référence permet d’appréhender la dimension collective du métier d’enseignant ; 3. Cette référence donne à voir les liens entre didactique des mathématiques et analyse de l’activité. 4. Cette référence présente des résultats qui peuvent être mis au service de la formation des enseignant.es.
2019
p. 36. Teachers who join the group as members of lesson study will continue their professional development, one of which offers an approach consistent with learning theory and empowerment through collaborative learning and the development of a school culture that values shared responsibility and other ideas that revolve around PLC ideas.
p. 42. „However, in order to make the lesson study successful, it is important to have an understanding of the procedures of lesson study for the members to join. From the beginning of lesson study, a trust strategy should be developed between the members of the group. This will improve the motivation of members within the group to adjust their thinking and work method which in turn affects instructional design and development of learner-centered lessons.”
p. 2 “LS is arguably one the most rapidly growing PD approaches in the world (Dudley, 2015) and embodies many high quality features of PD (Perry & Lewis, 2009). Working with LS enables teachers “to develop the eyes to see children and how they respond and learn during research lessons” (Lee, 2015, p. 103).”
p. 3 “The popularity of the Japanese teacher PD approach LS is rapidly increasing around the globe in both research and practice (Dudley, 2015). Despite its various (cultural) adaptations (Stigler & Hiebert, 2016) and the influence of the school context in which it is implemented (Schipper et al. 2017, Schipper, De Vries, Goei, & Van Veen, 2019; Hadfield & Jopling, 2016), LS shares several essential features and involves small groups of teachers who collaboratively identify a research focus, study the curriculum, design a research lesson in detail, teach and observe the research lesson, and thor- oughly evaluate the research lesson in a post-lesson discussion (Godfrey, Seleznyov, Anders, Wollaston, & Barrera-Pedemonte, 2019; Lewis, Perry, & Murata, 2006). A LS cycle is often guided by a LS facilitator or an outside specialist who serves as a knowl- edgeable other (Bjuland & Helgevold, 2018; Takahashi & McDougal, 2016).”
p. 3 “The main purpose of LS is to gain more knowledge about and insight into (the learning of) students as well as to improve the quality of didactical decisions and lesson design (Wake, Swan, & Foster, 2016).”
p. 11 “Overall, the results revealed that LS played a pivotal role in influencing teachers’ perceptions, showing how teachers have become more aware of students’ different educational needs and how they address these needs accordingly. This corroborates earlier findings (Schipper et al. 2017; Schipper et al. 2018; Norwich & Ylonen, 2013).”
p. 15: „ADORE-project collected good practice examples on how to support struggling readers. The project followed action research principles including lesson studies in secondary education institutions in 11 European countries. The hypothesis of the research was that short-term, one-shot approaches do not give enough support for struggling readers. The project collected data during observing lessons, made qualitative analysis on them. Based on the results of this lesson study process, the project could identify the key elements of good practices of supporting struggling readers.”
« Dans les deux études de cas, les ingénieries coopératives scellent un espace-temps crucial de négociation des pratiques enseignantes. S’y construisent des principes d’action conjoints (Toullec-Théry et Bocchi, 2019) qui aboutissent en classe à une coélaboration de documents plus ajustés aux besoins des élèves « à besoins particuliers » (dans le sens où ils rendent les apprentissages plus accessibles). La focale sur les savoirs est affirmée. Ces réunions d’ingénierie coopérative font qu’« il n’y a plus l’enseignant de la classe et l’enseignant en plus, mais bien une dyade enseignante qui prend à bras le corps une situation pour la rendre accessible aux élèves, dans leur hétérogénéité » (Toullec-Théry et Bocchi, 2019, p. 32). Si les modifications sont effectives en classe, elles ne le sont en revanche pas systématiquement en atelier, selon la place et le rôle qu’occupe l’enseignant spécialisé ou l’enseignante spécialisée. Les négociations au sein des réunions d’ingénierie didactique coopérative ont dirigé les dyades vers des pratiques de différenciation pédagogique en classe non pas pensées comme des individualisations du travail, avec une désolidarisation de certains élèves des apprentissages collectifs, mais dans un travail collectif rendu plus accessible » (p. 135)
Cette référence est surtout pertinente pour plusieurs raisons : 1. Elle est très contemporaine ; 2. C’est un des rares travaux qui articulent les trois dimensions qui nous intéressent : inclusion, étude collective de leçon et coopération (cette dernière étant envisagée à la fois pour les élèves et pour les enseignants) ; 3. La coopération et l’inclusion sont pensées jusqu’à un fin niveau didactique et ne restent pas dans la généralité.
p. 2 “…inquiry-based approaches such as lesson study (LS; Johnson, 2009; Tasker, 2011) have been seen as valuable tools that help teachers engage in reflective practice. However, the dynamics of LS as a reflective practice remain underexplored.”
p. 3
p. 3 “…in keeping with an SCT perspective, we view LS as reflection in and of itself, because reflective practice is systematically stimulated on both individual and collab- orative planes with regard to teaching practice through the LS process.”
p. 4 “Defined as a teacher-led, collaborative activity (Cajkler & Wood, 2016; Wood & Cajkler, 2018; Yalçın Arslan, 2019), lesson study is a form of PD practice for teachers and a model based on peer observation and reflection on microlevel teaching practice (Johnson, 2009). Wood and Cajkler (2018) proposed that the basic LS cycle is composed of five major steps. First, a group of teachers identifies a learning challenge that their students experience. Second, the group plans a model research lesson to meet the challenge. Third, as the research lesson is taught by one of the group members, the rest of the members observe with a specific focus on students’ reactions and learning. Fourth, the LS group evaluates the research lesson based on their reflections and observations during the previous step. For the last step, the group focuses on their own learning as teachers by revisiting the challenge and their experience. If there is consensus, the group then continues the process with another cycle by teaching the revised research lesson to a comparable group. (…) Likewise, Ermeling and Graff-Ermeling (2014) described how LS provides sociocultural adjustments to promote participants’ engagement in reflective practice through collective ownership of improvement and across a series of reflection meetings.”
p. 5 “Alternatively, Olteanu (2016) presented LS as a model supporting reflective practice throughout the process. Drawing on variation theory, she noted that reflection in LS is not limited in terms of locus and temporality. She added that reflective practice in LS helped teachers become more goal-oriented because the situatedness of LS allows teachers to connect the intended (reflection-for-action), the enacted (reflection-in-action), and the lived (reflection-on-action) objects of learning throughout the process.”
p. 13 “In addition to the reciprocal influence of individual and collaborative reflections throughout the LS, this model, in line with our conceptualization of LS as a meta-action due to its integrative and re- cursive structure, depicted the reflective encounters throughout the process.”
p. 14 “We demonstrated that LS is a meta-action that bears multiple and multifaceted opportunities to foster reflective practice on both the individual and collaborative levels. (…) First, teacher development as a social practice can foster and enhance reflective prac- tice, and LS is a beneficial form of meta-action to reframe teacher development as a social practice. Second, we posit that LS can be enacted as a social PD practice among teachers through collaborative dialoguing (Johnson, 2009). Finally, teacher agency that is nurtured and boosted by LS has the potential to help teachers recast their frames of reference with respect to their teaching practices (i.e., associations, values, feelings, and beliefs; Baecher & Chung, 2020; Mezirow, 1997), and, if necessary, take transformative actions to reduce misalignments between negotiated teacher positions and philosophies and actual teaching practice.”
2021
The implementation of LS on enhancement students’ activeness in classroom and concept comprehension in biological class and the teacher’s perception in improving their quality as LS applied. ( used cooperative learning model in three cycles of LS practice of this study).
p. 2. LS admit teachers to investigate issues during teaching and learning processes that lead this approach can generate pedagogic and professional knowledge that supports their professional quality. LS considered as fundamental control to develop teacher’s professional that admit teachers to learn about many new ideas and assist to develop their expertise to facilitate students contribution actively in class to achieve lesson goal [4,7]. LS involves group of teachers collaboratively in great detail of planning, teaching in classroom, observing and analyzing learning and teaching. Teachers record any finding and analyze it to refine pedagogical approach and finally they share findings to public.
p. 5-6. Findings of the study lead to the conclusion that implementation of LS enhanced student to study actively and lively in the class as center of learning process. It directly impacts to increase student comprehension on material concepts that they studied. On the other hand, teachers perceive that LS implementation can improve teachers’ professional quality and promote teacher’s professional development. Hence, we recommend the use LS continuously and more research to be conducted in wider aspect, scope and population to promote the better quality of education.
Webgraphy
http://ltdcantemir.educ.md/wp-content/uploads/sites/183/2016/12/Cooperare.pdf
https://www.researchgate.net/publication/265940159STRATEGIEGENERALADEINVATAREON-LINEINCOOPERARE
https://rria.ici.ro/wp-content/uploads/2012/09/05-Articol-RRIA-Academie-modificat-BT.pdf
https://prescolarmaramures.files.wordpress.com/2012/12/bicaz-c3aenvc483c5a3area-colaborativc483-c3aen-activitc483c5a3ile-matematice.pdf
https://prichindei.wordpress.com/category/invatarea-prin-cooperare/
Pérez Gómez, A. I., & Soto Gómez, E. (Coords.) (2015). Lesson Study, Investigación-acción cooperativa para formar docentes y recrear el curriculum. Monográfico de la Revista Interuniversitaria de Formación del Profesorado, 84, 29(3).