Methoden vergelijken
Bekijk de geselecteerde methoden naast elkaar; rijen die verschillen zijn gemarkeerd.
| Participatory Lesson Study× | Onderwijskundig Actieonderzoek× | |
|---|---|---|
| Vakgebied | Veldmethoden | Veldmethoden |
| Familie | Process / pipeline | Process / pipeline |
| Jaar van ontstaan≠ | 2000s–2010s (core lesson study from late 19th-century Japan) | 1940s (Lewin); educational context developed 1970s–1980s |
| Grondlegger≠ | Broader participatory framing developed by Pete Dudley and collaborators, building on Japanese jugyokenkyu tradition | Kurt Lewin (action research foundations); Lawrence Stenhouse and John Elliott (educational adaptation) |
| Type≠ | Collaborative practitioner inquiry | Participatory qualitative research design |
| Oorspronkelijke bron≠ | Dudley, P. (Ed.). (2014). Lesson Study: Professional Learning for Our Time. Routledge. ISBN: 978-0415820714 | Elliott, J. (1991). Action Research for Educational Change. Open University Press. ISBN: 978-0335096190 |
| Aliassen | PLS, collaborative lesson study, inclusive lesson study, community lesson study | EAR, practitioner research, teacher action research, classroom action research |
| Verwant≠ | 5 | 6 |
| Samenvatting≠ | Participatory Lesson Study is an iterative, team-based professional development approach in which teachers — and often students, parents, or community members — jointly plan, observe, and critically reflect on live lessons to improve learning for a specific group of students. It extends the Japanese lesson study tradition by explicitly broadening participation beyond the teaching team to include diverse stakeholders, foregrounding equity, inclusion, and community perspectives in the inquiry cycle. | Educational action research is a cyclical, practitioner-led inquiry method in which educators systematically investigate a problem or opportunity in their own classroom or school, implement a change, observe its effects, and reflect on findings to guide the next cycle. Rooted in Kurt Lewin's action research framework and developed for educational contexts by Lawrence Stenhouse and John Elliott, it bridges the gap between educational theory and classroom practice by making teachers agents of rigorous inquiry. |
| ScholarGateGegevensset ↗ |
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