- ISSN :
- 1993-9019 (en ligne)
- DOI :
This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other.
Its Origins, Operationalisation, and Implications
Cliquez pour accéder:
- Eric C.K. Cheng1, Mun Ling Lo1
- Author Affiliations
- 1: Hong Kong Institute of Education, Chine, République populaire de
- Date de publication
- 04 nov 2013
- Bibliographic information
Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as "Lesson Study" and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.