International Journal for Lesson and Learning Studies 好投吗-刊鹿论文编译

Student voice in Lesson Study as a space for EFL teachers’ learning: a case study in Kazakhstan

Abstract:

The purpose of this paper is to report the findings from a case study of an action research project in the context of a secondary school in Kazakhstan where, for the first time in their teaching practice, three English as a Foreign Language teachers introduced student voice (Flutter and Rudduck, 2004) into their practice within the Lesson Study (LS) framework. The research aimed at conceptualizing Student Voice Space in LS as one of the valuable factors capable of triggering situations of disjuncture (disorienting dilemma, disruption) for teachers which could potentially lead to teacher’s transformative learning, educational beliefs change and improved practice.,The study adopts the qualitative research design and follows narrative inquiry methodology (Lyons and LaBoskey, 2002) with a series of narrative interviews (Bauer, 1996) as the main method of data collection within a single case study (Bassey, 1999) of an action research project. The data were analyzed as text following a general inductive approach (Thomas, 2003) where emerging themes were identified by means of data reduction.,The findings suggest that listening to student voice triggers teachers’ going through certain stages of Mezirow’s transformative learning theory including critical assessment of own assumptions, testing new options for behavior and reflecting critically on the teaching practice. Therefore, the authors suggest that Student Voice Space in LS is one of the important factors capable of triggering the teacher’s transformative learning. Moreover, it has an enormous potential not only to bring about positive changes in teachers’ practice but also challenge the ossified teachers’ educational beliefs, and thus, potentially, pave the way for a gradual change from “inappropriate beliefs” (Mayrhofer, 2019), or subconscious assumptions that lie in the core of teachers’ folk pedagogies (Torff, 1999), or taken-for-granted frames of reference (Mezirow, 2000) into true, justified or informed educational beliefs.,Further analysis of teachers’ narratives is required to elicit and categorize reported changes (shifts, transformations) concerning specific teachers’ educational beliefs, and draw a more clear line between student voice and its impact on the research lesson planning and its modification in LS. Finally, a supplementary study utilizing classroom observation methods is needed to explore if student voice intervention results in tangible (actual) changes in teachers’ classroom practice and educational beliefs, rather than potential transformations that are mainly reported in this study.,Carried out in the largely overlooked by the academic literature context of the Reform at Scale (Wilson et al., 2013) in Kazakhstan and building on the original combination of theoretical lenses, the research contributes to the academic literature aiming at illuminating “the black box of teachers’ learning” in Lesson Study (in Widjaja et al., 2017, p.358) since it is one of the rare studies attempting to connect teacher learning, student voice and Lesson Study (Warwick et al., 2019). Additionally, approaching teacher learning in Lesson Study from the transformative learning perspective combined with the literature on teachers’ educational beliefs and student voice, this study contributes to the further development of a shared vocabulary for discussing teacher learning in Lesson Study.

Author Listing： Olga Khokhotva;Iciar Elexpuru Albizuri

Volume： 9

Pages： 153-166

DOI： 10.1108/ijlls-06-2019-0054

Language： English

Journal： International Journal for Lesson and Learning Studies

International Journal for Lesson and Learning Studies

INT J LESSON LEARN S

影响因子：1.0

是否综述期刊：否

是否OA：否

是否预警：不在预警名单内

发行时间：-

ISSN：2046-8253

发刊频率：-

收录数据库：Scopus收录

出版国家/地区：-

出版社：Emerald

期刊介绍

年发文量	13
国人发稿量	1
国人发文占比	7.69%
自引率	0.0%
平均录取率	-
平均审稿周期	-
版面费	US$3370
偏重研究方向	EDUCATION & EDUCATIONAL RESEARCH-
期刊官网	-
投稿链接	-

质量指标占比

研究类文章占比	OA被引用占比	撤稿占比	出版后修正文章占比
100.00%	15.07%	0.00%	0.00%

预警情况

时间	预警情况
2025年03月发布的2025版	不在预警名单中
2024年02月发布的2024版	不在预警名单中
2023年01月发布的2023版	不在预警名单中
2021年12月发布的2021版	不在预警名单中
2020年12月发布的2020版	不在预警名单中

JCR分区 WOS分区等级：Q3区

版本	按学科	分区
WOS期刊SCI分区（2021-2022年最新版）
	EDUCATION & EDUCATIONAL RESEARCH	Q3

中科院分区

版本	大类学科	小类学科	Top期刊	综述期刊
	教育学 4区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否
2021年12月升级版	教育学 4区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否
2022年12月最新升级版	教育学 4区	EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究 4区	否	否