Purpose

The paper describes two reflective instruments: a reflective diary (RD) and a joint learning protocol (JLP) for teachers' knowledge creation in lesson study (LS), reflects on teachers' reactions and encountered challenges and draws inferences on how teachers' learning and knowledge creation could be facilitated more effectively in LS through “learning keeping.”

Design/methodology/approach

This qualitative case study of an action research project utilizes the data collected through the narrative inquiry within an LS initiative with four English as a foreign language (EFL) teachers in a school in Spain.

Findings

The study suggests that the incorporation of reflective writing in LS as a method of keeping records of teachers' individual and collective reflections should be considered “a good practice” and yet another important mechanism facilitating teachers' learning in LS.

Research limitations/implications

The study is limited by its scope since the applied LS model suggests carrying out three consecutive cycles rather than two.

Originality/value

Firstly, the two proposed instruments could be of practical value to educators and facilitators employing LS as an approach to teachers' professional learning. Secondly, the study adds to the discussion on the mechanisms fostering teachers' learning in LS by emphasizing “learning keeping” as a form of record-keeping through reflective writing. Thirdly, the study is set in the new for the LS community context, in the autonomous community of the Basque Country, Spain.

中文翻译：

---

教师通过课堂学习中的“学习保持”和反思性写作来创造知识：以巴斯克乡村学校为例

目的

本文描述了两种反思工具：反思日记（RD）和教师在课堂学习（LS）中创造知识的联合学习协议（JLP），反思教师的反应和遇到的挑战，并推断教师的学习和学习方式。通过“学习保持”，在 LS 中可以更有效地促进知识创造。

设计/方法论/方法

这个行动研究项目的定性案例研究利用了在西班牙一所学校与四名英语作为外语 (EFL) 教师的 LS 计划中通过叙事调查收集的数据。

发现

该研究表明，将反思性写作纳入 LS 中作为记录教师个人和集体反思的一种方法应被视为“一种良好做法”，也是促进 LS 教师学习的另一个重要机制。

研究限制/影响

该研究受到其范围的限制，因为应用的 LS 模型建议执行三个连续循环而不是两个。

创意/价值

首先，这两种建议的工具对于采用 LS 作为教师专业学习方法的教育者和促进者可能具有实用价值。其次，该研究通过强调“学习保持”作为一种通过反思性写作进行记录的形式，增加了对促进 LS 教师学习的机制的讨论。第三，该研究是在西班牙巴斯克自治区的自治社区 LS 社区背景下进行的。