Co-Constructing Instructional Vision: A Utopian Pedagogy Lens on Lesson Study Cycles
Saved in:
| Title: | Co-Constructing Instructional Vision: A Utopian Pedagogy Lens on Lesson Study Cycles |
|---|---|
| Language: | English |
| Authors: | Takayoshi Sasaya (ORCID |
| Source: | International Journal for Lesson and Learning Studies. 2026 15(2):124-143. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Collaboration, Communities of Practice, Faculty Development, Teacher Improvement, Foreign Countries, Teacher Attitudes, Educational Objectives, Elementary School Teachers, Reflective Teaching, Lesson Plans, Teaching Methods |
| Geographic Terms: | Japan |
| DOI: | 10.1108/IJLLS-05-2025-0140 |
| ISSN: | 2046-8253 |
| Abstract: | Purpose: This study reinterprets a year-long Lesson Study dataset to examine how instructional vision is collaboratively co-constructed. Using a retrospective conjecture map and an operational matrix that links elements, mechanisms, and indicators, the theory of change is made explicit for tracing vision management across cycles. Design/methodology/approach: A qualitative secondary analysis of an existing corpus (lesson plans, observation notes, videos, artefacts) from a one-year Lesson Study in a Japanese elementary classroom. The analysis preserves the original coding pipeline and aligns data excerpts with E/M/I identifiers. Findings: Across four phases, collaborative construction and inclusive epistemic expectations primarily supported equitable talk moves (I1/I2); flexible adaptability enabled the relaxation of time-bounded rules (I2/I4); and role-switching routines widened entry points (I3). Mechanisms overlap and reconfigure rather than progress linearly, forming a mechanism-centred process model of teacher learning and vision evolution. Research limitations/implications: A single-site, single-teacher case based on retrospective analysis provides existence-proof support for several observed links among elements, mechanisms, and indicators, while leaving others provisional for future testing. Findings are framed for analytic rather than statistical generalisation. Practical implications: The contribution is procedure-level: teams can adapt routines (co-authored norms, paraphrasing before adding, time-bounded relaxations, rotated roles, and public criteria discussion) within local constraints to address the exact mechanisms and indicators. These serve as resources for co-design, not programme prescriptions. Social implications: Making mechanisms for equitable participation visible and discussable can support inclusive classroom cultures through collaborative inquiry, without assuming uniform effects across sites. Originality/value: The paper integrates Utopian Pedagogy with Lesson Study to offer a mechanism-centred, traceable account of instructional vision management. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506273 |
| Database: | ERIC |
| Abstract: | Purpose: This study reinterprets a year-long Lesson Study dataset to examine how instructional vision is collaboratively co-constructed. Using a retrospective conjecture map and an operational matrix that links elements, mechanisms, and indicators, the theory of change is made explicit for tracing vision management across cycles. Design/methodology/approach: A qualitative secondary analysis of an existing corpus (lesson plans, observation notes, videos, artefacts) from a one-year Lesson Study in a Japanese elementary classroom. The analysis preserves the original coding pipeline and aligns data excerpts with E/M/I identifiers. Findings: Across four phases, collaborative construction and inclusive epistemic expectations primarily supported equitable talk moves (I1/I2); flexible adaptability enabled the relaxation of time-bounded rules (I2/I4); and role-switching routines widened entry points (I3). Mechanisms overlap and reconfigure rather than progress linearly, forming a mechanism-centred process model of teacher learning and vision evolution. Research limitations/implications: A single-site, single-teacher case based on retrospective analysis provides existence-proof support for several observed links among elements, mechanisms, and indicators, while leaving others provisional for future testing. Findings are framed for analytic rather than statistical generalisation. Practical implications: The contribution is procedure-level: teams can adapt routines (co-authored norms, paraphrasing before adding, time-bounded relaxations, rotated roles, and public criteria discussion) within local constraints to address the exact mechanisms and indicators. These serve as resources for co-design, not programme prescriptions. Social implications: Making mechanisms for equitable participation visible and discussable can support inclusive classroom cultures through collaborative inquiry, without assuming uniform effects across sites. Originality/value: The paper integrates Utopian Pedagogy with Lesson Study to offer a mechanism-centred, traceable account of instructional vision management. |
|---|---|
| ISSN: | 2046-8253 |
| DOI: | 10.1108/IJLLS-05-2025-0140 |
