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Interconnectedness and differences between action research and a lesson design study in Shanghai, China

Interconnectedness and differences between action research and a lesson design study in Shanghai, China
Interconnectedness and differences between action research and a lesson design study in Shanghai, China
The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development.
action research, lesson design study, teaching research group, teacher professional development, Shanghai, China
0965-0792
595-612
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3
Ding, Liping
5e8b8f42-c5a5-46ce-a538-0eb2127f3329
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Sikko, Svein Arne
fe3df088-6bcc-40c4-88de-4fbe1346d0c3

Ding, Liping, Jones, Keith and Sikko, Svein Arne (2019) Interconnectedness and differences between action research and a lesson design study in Shanghai, China. Educational Action Research, 27 (4), 595-612. (doi:10.1080/09650792.2019.1579745).

Record type: Article

Abstract

The professional development of teachers in China takes place, to a large extent, in Teaching Research Groups (TRG) that exist in all schools. Though there are diverse models of TRG activities, these might, on the surface, appear to resemble forms of Action Research (AR) or include elements that might resemble AR. In conducting a Lesson Design Study (LDS) with a TRG in Shanghai, we encountered the specific challenge of what might be the interconnectedness and differences between AR and our LDS. To address this issue, we applied a research-informed depiction of the distinguishing characteristics of AR to our LDS. Based on this analysis, we found that (1) in contrast to the depiction of AR that encompasses a choice of methods, our LDS follows a specific ‘design research’ methodology, (2) whereas the depiction of AR is simultaneously directed towards teacher self-change and restructuring the organisation or institution within which the teacher works, LDS concerns more than the practical questions in one local social context and aims to tackle bigger questions across the social contexts in the subject research field, and (3) whereas in the depiction of AR, teachers engage in a process of authentic collaboration with other teachers seeking to improve their practices, in the LDS community the external researchers and expert teachers play other roles in the TRG. Even though there may be differences between the depiction of AR and our LDS, the interconnectedness is important in that both AR and our LDS contribute directly to school-based teacher professional development.

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Ding etc AR LDS Shanghai 2019 AM - Accepted Manuscript
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Accepted/In Press date: 2 February 2019
e-pub ahead of print date: 17 February 2019
Published date: 25 August 2019
Keywords: action research, lesson design study, teaching research group, teacher professional development, Shanghai, China

Identifiers

Local EPrints ID: 428654
URI: http://eprints.soton.ac.uk/id/eprint/428654
ISSN: 0965-0792
PURE UUID: d04a4fca-5917-4d47-a582-a01dbbeb132b
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

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Date deposited: 05 Mar 2019 17:30
Last modified: 22 Jul 2022 04:01

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Contributors

Author: Liping Ding
Author: Keith Jones ORCID iD
Author: Svein Arne Sikko

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