Reflections on Language Teacher Identity Research

The best professional development for teachers focuses on issues they encounter in the classroom. It is collaborative, school-based, learning-focused and supports teachers in solving problems of pedagogy in context. Through lesson study teachers are empowered to make decisions to improve pedagogy, curriculum and assessment based on evidence of the effect of design on learning.

Being explicit about the theories of learning underpinning their teaching decisions allows teachers to develop a shared vocabulary for the diagnosis of learning problems, redesign and evaluation of learning situations. Learning study introduces a new Variation Theory of Learning. It provides a framework for teachers to make critical decisions about what is to be learnt and how.

The fusion of lesson and learning study is changing the nature of professional development and providing teachers with a voice in the field of educational research. In Realising Learning, teachers, teacher educators and policy makers can share the progress achieved by teachers in Asia and Europe to improve teaching and learning.

1. Deepening Learning Through Lesson and Learning Study Keith Wood 2. Lesson Study and Teachers’ Professional Development in Japan Kiyomi Akita and Atsushi Sakamoto 3. Exploring the Variety and Quality in the Practice of Lesson Study in Singapore Schools Christine Kim-Eng Lee and Christina Lim-Ratnam 4. Teacher Learning Through Lesson Study in Indonesia Sumar Hendayana 5. From Lesson to Learning Study – The Experience of Classroom-Based Professional Development in Brunei Darussalam Vincent Andrew 6. The Idea and Practice of the Learning Study Ference Marton and Ulla Runesson 7. Learning Study, Variation Theory and Catering for Individual Differences – The Hong Kong Experience Lo Mun Ling 8. Lesson and Learning Study and the Idea of the Teacher as a Researcher John Elliott 9. Teacher Professional Development and Lesson and Learning Study Saratha Sithamparam