Co-Constructing Instructional Vision: A Utopian Pedagogy Lens on Lesson Study Cycles
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| 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1506273 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Co-Constructing Instructional Vision: A Utopian Pedagogy Lens on Lesson Study Cycles – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Takayoshi+Sasaya%22">Takayoshi Sasaya</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-6772-7471">0009-0004-6772-7471</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(2):124-143. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/IJLLS-05-2025-0140 – Name: ISSN Label: ISSN Group: ISSN Data: 2046-8253 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1506273 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506273 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/IJLLS-05-2025-0140 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 124 Subjects: – SubjectFull: Teacher Collaboration Type: general – SubjectFull: Communities of Practice Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Teacher Improvement Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Educational Objectives Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Reflective Teaching Type: general – SubjectFull: Lesson Plans Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Japan Type: general Titles: – TitleFull: Co-Constructing Instructional Vision: A Utopian Pedagogy Lens on Lesson Study Cycles Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Takayoshi Sasaya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 2046-8253 Numbering: – Type: volume Value: 15 – Type: issue Value: 2 Titles: – TitleFull: International Journal for Lesson and Learning Studies Type: main |
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