Methoden vergleichen
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| Diskursanalyse× | Lesson Study× | |
|---|---|---|
| Fachgebiet≠ | Qualitative Forschung | Feldmethoden |
| Familie | Process / pipeline | Process / pipeline |
| Entstehungsjahr≠ | 1989 (Fairclough); 1987 (Potter & Wetherell) | Late 19th century Japan; international dissemination from 1999 |
| Urheber≠ | Norman Fairclough; Jonathan Potter and Margaret Wetherell | Japanese elementary school teachers (formalized); introduced to Western research by James Stigler & James Hiebert |
| Typ≠ | Method | Collaborative practitioner inquiry / professional development research |
| Wegweisende Quelle≠ | Fairclough, N. (1989). Language and power. Longman. link ↗ | Stigler, J. W., & Hiebert, J. (1999). The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Free Press. ISBN: 978-0684852744 |
| Aliasnamen≠ | DA, Critical Discourse Analysis, Discursive Analysis | Jugyou Kenkyuu, LS, collaborative lesson research, teaching study |
| Verwandt≠ | 2 | 5 |
| Zusammenfassung≠ | Discourse analysis is a qualitative research methodology that examines how language, communication, and power shape meaning, identity, and social reality. Developed across linguistics, sociology, and psychology (particularly by Norman Fairclough and Jonathan Potter), discourse analysis goes beyond content to analyze language use as a social practice that constitutes and reflects power relations, ideologies, and social structures. | Lesson study is a structured, cyclical form of professional development and educational research in which a team of teachers collaboratively plans a single 'research lesson,' observes it live in a classroom, analyzes student learning in detail, revises the lesson, and shares findings with the broader teaching community. Originating in Japanese elementary schools and brought to international attention by Stigler and Hiebert's 1999 comparative study, it has become one of the most widely adopted teacher-led inquiry methods worldwide. |
| ScholarGateDatensatz ↗ |
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