Abstract
This paper describes an innovative use of Lesson Study (LS), an internationally used collaborative approach in which teachers develop their teaching knowledge and practices. It aimed to evaluate how EPs join teachers in LS teams, using working memory and other knowledge to inform the teaching of pupils with learning difficulties. The study uses a case study methodology to evaluate LS teams (three teachers and EP) in a primary, secondary and special school. The findings show how working memory knowledge is used in reviewing and planning research lessons, how the teams interact, including the teachers’ perceived EP contribution to the Lesson Study process. The paper illustrates the potential of an inter-professional LS study to embody collaborative reflective practice in order to improve the teaching of pupils with learning difficulties.
DOI
10.1080/02667363.2018.1468733
Publication Date
2018-10-02
Publication Title
Educational Psychology in Practice
Volume
34
Issue
4
Publisher
Informa UK Limited
ISSN
1469-5839
Embargo Period
2024-11-22
First Page
370
Last Page
385
Recommended Citation
Norwich, B., Fujita, T., Adlam, A., Milton, F., & Edwards-Jones, A. (2018) 'Lesson study: an inter-professional collaboration approach for Educational Psychologists to improve teaching and learning', Educational Psychology in Practice, 34(4), pp. 370-385. Informa UK Limited: Available at: https://doi.org/10.1080/02667363.2018.1468733
