In an earlier post I have suggested that Scholarship of Teaching and Learning (SoTL) might usefully be investigated through the lens of Lesson Study. Three potentially important strands of SoTL were emphasised as being central to developing a deep, critical understanding and practice in teaching and learning. An activity led dimensional of practice which is emphasised and developed by Trigwell and Shale (2004) has many crossovers with the lesson study approach, including the desire to develop knowledge and conceptualisation of teaching and learning, and how this relates to disciplinary knowledge within given contexts, leading to an investigation, evaluation and reflection on both teaching and student learning. However, beyond this immediate practical utility, lesson study also offers the opportunity to consider the wider critical aspects of pedagogic practice. Kreber (2013) highlights the need to move beyond a simple ‘what works’ agenda to also consider questions such as why certain approaches might be used within a wider critical and moral framework. Using her consideration of Mezirow’s (1991) three forms of learning, lesson study has the potential not only to help understand and develop what is effective in teaching (instrumental learning), but also to consider why we see certain approaches as being desirable through understanding student experience (communicative learning) and through this to explore our own assumed values and norms as a basis for developing and realising alternatives (emancipatory learning). Such discussions will no doubt rely to a degree on a ‘what works’ basis, but only in the sense of using this within a ‘research aware’ sense to offer initial signals and evidence for developing rich approaches which are contextually driven. This then pointed towards the third element of our suggested model of SoTL, the need for an explicit moral dimension in practice. This is important in two ways, firstly, it asks us to consider our philosophies of teaching and learning as an iterative process embedded within collaborative discussions with others, and secondly, forces us to confront our own ethical stance as moral agents. At a fundamental level, teaching and learning is an inherently ethical task, and where we have the opportunity for open discussion with others concerning the development of teaching and learning through an approach such as lesson study, we are given the chance to consider and reflect upon our own philosophies and values. In our opinion, it is when such issues are considered and reflected upon by participants that lesson study has a potential to become transformative rather than acting as a mere instrumental activity to bring surface change.
Biesta (2014) talks of the need for teachers to develop ‘educationally wise judgements’ over long periods of time. Such judgements can only come from an engagement with, and understanding of, the wider pedagogic literature fused with the emergence of practice based on the ‘serious investment’ identified by Shulman (2000: 49). This suggests the need to move beyond instrumental and narrow ‘recipes’ to critical and more holistic praxis. Lesson study can be used as a relatively simple and ‘shallow’ approach to developing practice, if followed as a predetermined method and ‘given’ approach to developing practice. However, by fusing this method with insights from the field of Scholarship of Teaching and Learning there is huge potential for deep, critical engagement with issues of teaching and learning to act as a basis for continued development of pedagogic practice situated within the wider context of changes in the aims and practice of higher education.