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SUMMARY:‘The development of school-based Learning Study and  Stenhouse
 ’s idea of the Teacher as Researcher.’ - Presenters: Professor John El
 liott\, Chief Editor of the International Journal of Lesson   and Learning
  Studies (IJLLS) and the Journal of the World Association of Lesson Studie
 s (WALS).
DTSTART:20140430T164500Z
DTEND:20140430T173000Z
UID:TALK52256@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:A theory informed approach to collaborative action research in
  classrooms and schools\, called Learning Study\, has emerged in Hong Kong
 \, Sweden\, and Austria. It has much in common with Stenhouse’s original
  idea of the ‘Teacher as a Researcher’. It consists of a unique integr
 ation\, forged initially in Hong Kong by Lo Mun Ling and her co-workers\, 
 of Variation Theory\, developed by Ference Marton and his co-workers in Sw
 eden\, and Japanese Lesson Study. Although the latter has rapidly internat
 ionalised across the USA\, South Asia\, and Europe over the last decade wh
 at is now known as Learning Study is more focussed on students’ experien
 ce of learning\, and provides teachers and collaborating curriculum/pedago
 gical experts with a common language for the analysis and development of p
 ractice. The author will demonstrate that Learning Study\, which he evalua
 ted in Hong Kong\, shares many critical features in common with Stenhouse
 ’s idea of the Teacher as Researcher\, and as such holds out the origina
 l promise that teachers might finally take control over the systematic dev
 elopment of a shared stock of pedagogical knowledge. Learning Study it wil
 l be argued is now at the cutting edge of the development of action resear
 ch theory and practice.\n\nThe live seminars can also be attended online v
 ia http://collab8.adobeconnect.com/kazakhstan_seminars
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room DMB GS5
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