ABSTRACT

This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un)planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools’ ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

摘要

本研究调查了学校报告的哪些学校因素会影响他们（停止）课程学习、专业发展计划，以及在为期四年的跨学校课程学习项目之后如何结束。为了检验这一点，我们使用了关于三种学校因素（就业特征、可塑性学校流程和固定学校特征）的框架和组织惯例的概念。对参与该项目的 14 所学校的 21 名教师和 15 名学校领导进行了半结构化访谈。调查结果显示，学校报告了在项目结束后影响他们（停止）课程学习的九个学校因素：就业的五个特征（兼职任命、流动、（未）计划休假、工作地点和新任教师），三个可塑性流程（改进政策，日程安排和学校财务），以及一个固定的学校特征（学校规模）。据报道，学校因素限制了学校将课程学习作为学校的重复实践，发挥其核心功能，并确保集体出勤。两幅叙述性的肖像显示，学校因素的同时发生使得继续课程学习变得特别复杂，并且限制了学校超越缩短和简化举措向更丰富和有意义的专业发展的能力。