{"id":3401,"date":"2024-10-02T00:51:54","date_gmt":"2024-10-01T16:51:54","guid":{"rendered":"https:\/\/www.walsnet.org\/?p=3401"},"modified":"2024-10-02T00:51:54","modified_gmt":"2024-10-01T16:51:54","slug":"linking-theory-with-practice-in-the-classroom","status":"publish","type":"post","link":"https:\/\/morphmatters.com\/wals-theme-2\/linking-theory-with-practice-in-the-classroom\/","title":{"rendered":"Linking Theory with Practice in the classroom"},"content":{"rendered":"\n

Date: 7 November 2024<\/strong><\/p>\n\n\n\n

Time:
1200 – 1330<\/strong> GMT
0400 – 0530<\/strong> San Francisco
0600 – 0730<\/strong> Chicago
1200 – 1330<\/strong> United Kingdom
1300 – 1430<\/strong> Amsterdam\/Sweden\/Switzerland
2000 – 2130<\/strong> Singapore
2100 – 2230<\/strong> Japan<\/p>\n\n\n\n

Building on the perspectives of teachers practising Lesson Study, ‘Linking Theory with Practice in the classroom<\/strong>‘ delves into the design of a series of action research cycles to solve authentic learning and teaching problems in a variety of educational settings. The editors, John Elliott and Vicky Christoforatou, as well as the chapter authors will be discussing the main themes in the book, which include the struggle with the core theoretical and methodological concepts & the importance of having a shared language for talking about teaching and learning .<\/p>\n\n\n\n

Speakers<\/strong><\/h4>\n\n\n\n

John Elliott<\/strong> is Emeritus Professor of Education and Lifelong Learning at the University of East Anglia, UK.  He is well-known internationally for his role in developing the theory and practice of educational action research in the contexts of curriculum and teacher development, and has directed a number of funded collaborative classroom research projects with teachers and schools.  These include the Ford Teaching Project (1972-74) and the Norwich Area Schools Consortium (NASC) on the ‘curriculum and pedagogical dimensions of student disaffection’ (1997-2001).  He was an Advisory Professor to the Hong Kong Institute of Education (2001-2006) and a consultant to the Hong Kong Government on the strategic development of its curriculum reforms from 2001-2006. From 2008-10 John Elliott was the President of the World Association of Lesson Studies (WALS), and has carried out two Independent Evaluations in Hong Kong of Learning Studies as a form of participative pedagogical research that integrates the \u2018Japanese Lesson Study\u2019 approach with \u2018Swedish Variation Theory\u2019 and Stenhouse\u2019s idea of \u2018Teachers as Researchers\u2019. In 2002 and 2003 respectively John Elliott was awarded Doctorates Honoris Causa <\/em>by the former Hong Kong Institute of Education and the Autonomous University of Barcelona. In September 2014 he was similarly honoured by the University of Jonkoping in Sweden. In 2011 he was made a Fellow of the UK Academy of Social Sciences.<\/p>\n\n\n\n

John Elliott was the founding Chief Editor of the WALS journal, the International Journal of Lesson and Learning Studies <\/em>from 2011-2016, during which time it was awarded recognition by the Scopus <\/em>and Emerging Sources Citation (ESCI) <\/em>indexes.His own publications include, with Nigel Norris (Eds) \u2018Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse\u2019, Routledge (2012). <\/p>\n\n\n\n

Vicky Christoforatou<\/strong> is a Lecturer in Education on the Secondary Postgraduate Certificate in Education Course. In her role as teacher educator, she specialises in the field of English Language and Literature teaching.  Language teaching has always been her passion and has enjoyed a rewarding career working with secondary school pupils and their teachers. Vicky has always believed that language is central to pupils’ progress and success in school and beyond.  Prior to joining the team Vicky was an English teacher and Literacy Coordinator in a variety of educational contexts locally and nationally. She has also been a successful mentor to trainee English teachers and a senior assessment associate for GCSE Language. Her academic background is in English Language and Literature, Linguistics and History. As part of her role within the secondary PGCE team, Vicky is the Learning and Teaching Lead within the UEA partnership of schools. Her priorities include the promotion of effective mentoring provision for trainee teachers and the professional development of school mentors. Her own research interests as part of her Doctorate in Education relate to the fields of writing pedagogy in the teaching of English and Learning Studies using collaborative action research methodology to explore English teachers’ theory-informed approaches to the teaching of writing in secondary schools.<\/p>\n\n\n\n

Discussants<\/strong><\/h4>\n\n\n\n

Angelika Kullberg and \u00c5ke Ingerman are invited to raise some questions for discussion before the Q & A.<\/p>\n\n\n\n