Papers by Beverley Goldshaft
Creating communicative learning spaces in initial teacher education (ITE) with observation-grounded co-mentoring practices
Professional development in education, Apr 5, 2024
Student teachers’ research and development (R&D) practice - constraining and supporting practice architectures
Pedagogy, Culture & Society
A Case Study of Lesson Study - How could Lesson Study contribute to collaborative professional learning in Norwegian schools?
This study seeks to understand the phenomenon Lesson Study as a model for continuing professional... more This study seeks to understand the phenomenon Lesson Study as a model for continuing professional development for teachers. Our rapidly changing, increasingly complex society demands greater challenges on education today as schools have to prepare their pupils for a future that we can only guess. What teachers need to know and how they develop professionally has changed accordingly. Lesson Study is a classroom based, collaborative, continuing professional development model that focuses on how pupils learn. This study examines Lesson Study; how it is operationalized and characterized, what the affordances and barriers are, to see if this model could be used to help Norwegian teachers develop professionally, such that they can better equip their pupils to meet future challenges. A case study methodology was used for this study. The study evolved from a pilot project of two lesson study groups, involving ten English teachers from four different lower-secondary schools in Norway. Qualit...
Teacher education is supposed to be able to offer student teachers professional learning that wil... more Teacher education is supposed to be able to offer student teachers professional learning that will enable them to deal with the academic and social needs they may be confronted with in school. This calls for teacher education based on a coherent and meaningful division of labour between the learning activities that take place on campus and in placement schools. This has proved difficult to achieve. Research shows a significant gap in the way teacher education is organised. The purpose of this article is to contribute to the development of a theoretically grounded account of the so-called “theory-practice” gap in teacher education, which can move us beyond the simple dichotomies that currently seem to annoy much research and practitioners’ interest in this field. We argue that achieving such an account will require the expansion of more equal and mutually negotiated professional learning in teacher education, that can contribute to enhancing student teachers’ professional learning, o...
Book Review: Theoretical and Practical Knowledge in Teacher Qualification – interconnections and tensions (Teoretiske og Praktiske Kunnskaper i Lærerkvalifisering - sammenhenger og spenninger). Thorsen, K.E. & Michelet, S. (eds). Universitetsforlaget (2
This study seeks to understand the phenomenon Lesson Study as a model for continuing professional... more This study seeks to understand the phenomenon Lesson Study as a model for continuing professional development for teachers. Our rapidly changing, increasingly complex society demands greater challenges on education today as schools have to prepare their pupils for a future that we can only guess. What teachers need to know and how they develop professionally has changed accordingly. Lesson Study is a classroom based, collaborative, continuing professional development model that focuses on how pupils learn. This study examines Lesson Study; how it is operationalized, and characterized, what the affordances and barriers are, to see if this model could be used to help Norwegian teachers develop professionally, such that they can better equip their pupils to meet future challenges.
A case study methodology was used for this study. The study evolved from a pilot project of two lesson study groups, involving ten English teachers from four different lower-secondary schools in Norway. Qualitative interviews, audio and video recordings of teacher collaboration, and written reflection texts were the sources of evidence used in this study.
The study has focused on the learning of teachers, but more specifically, teachers’ learning about pupils’ learning. Findings in this case study show how lesson study establishes professional learning through explicit and visible teachers’ talk; through joint lesson planning, observation and joint evaluation of lessons and pupils’ learning. The study supports the claim that LS affords a shift from how teachers teach to how pupils learn. The study also finds that the LS model requires strong support from school leadership to achieve sustainability.
This is a term paper I wrote for the post grad subject 'Occupation Didactic Work and Leadership i... more This is a term paper I wrote for the post grad subject 'Occupation Didactic Work and Leadership in an Organizational and Social Perspective' at NTNU. I reflect over Japanese-bred Lesson Study in a Norwegian culture, comparing the two societies with the help of Hostede's Organizational Cultural Inventory. The comparison highlights the need for a Scandinavian approach to Lesson Study, where teachers' autonomy plays a stronger role than managerial control. I also explain how the increasing need for accountability in Norwegian education politics may be satisfied by the proof of learning in teachers' reports. There is no quick fix to better education, but improving teacher collaboration is positive for sustainable educational development. Management of Lesson study in Norway should consider the organizational cultural differences between Japan and Norway to increase the chance of success.
Ønsker om implementering av nasjonale prøver i engelsk på både 8. og 9. trinn
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Papers by Beverley Goldshaft
A case study methodology was used for this study. The study evolved from a pilot project of two lesson study groups, involving ten English teachers from four different lower-secondary schools in Norway. Qualitative interviews, audio and video recordings of teacher collaboration, and written reflection texts were the sources of evidence used in this study.
The study has focused on the learning of teachers, but more specifically, teachers’ learning about pupils’ learning. Findings in this case study show how lesson study establishes professional learning through explicit and visible teachers’ talk; through joint lesson planning, observation and joint evaluation of lessons and pupils’ learning. The study supports the claim that LS affords a shift from how teachers teach to how pupils learn. The study also finds that the LS model requires strong support from school leadership to achieve sustainability.
A case study methodology was used for this study. The study evolved from a pilot project of two lesson study groups, involving ten English teachers from four different lower-secondary schools in Norway. Qualitative interviews, audio and video recordings of teacher collaboration, and written reflection texts were the sources of evidence used in this study.
The study has focused on the learning of teachers, but more specifically, teachers’ learning about pupils’ learning. Findings in this case study show how lesson study establishes professional learning through explicit and visible teachers’ talk; through joint lesson planning, observation and joint evaluation of lessons and pupils’ learning. The study supports the claim that LS affords a shift from how teachers teach to how pupils learn. The study also finds that the LS model requires strong support from school leadership to achieve sustainability.