Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research

Abstract

This paper argues that the historical and current translation of psychological and neuro-science research into teaching practice has not fulfilled its promise because there has been insufficient focus on previous educational ideas about developing a theory of teaching and on the classroom as a site for teacher enquiry. The aim of this paper is to examine how the relationship between psychology and teaching can be enhanced through a strategy in which teachers and psychologists collaborate in the study and development of teaching and learning in teaching settings. It is suggested that lesson study with its principles of collaborative professional learning about teaching and learning has the potential to enhance meaningful professional learning and teaching developments. A model is proposed which reaffirms the central role of teacher research through the reflective practices of lesson study in the relationships between research, knowledge and practice.