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Theory-practice bridging through lesson design workshops.

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Title: Theory-practice bridging through lesson design workshops.
Authors: Östman, Leif1 (AUTHOR), van Poeck, Katrien2 (AUTHOR), Lidar, Malena1 (AUTHOR), Lundqvist, Eva1 (AUTHOR) eva.lundqvist@edu.uu.se
Source: Scandinavian Journal of Educational Research. Jun2026, Vol. 70 Issue 4, p891-906. 16p.
Subject Terms: *Theory-practice relationship, *Lesson planning, *Action research, *Learning, *Education conferences, *Expertise, *Dialogic teaching, Design research
Abstract: This article introduces and illustrates Lesson Design Workshops (LDW), a methodology for theory-practice bridging in education. It shares concerns and characteristics with Action Research, Lesson Studies, Learning Studies, Design-Based Research, and Didactic Dialogue while also having specific features, distinct from and complementary to the other approaches. Distinct for LDW is the use of coproduction between researchers and teachers as a mean for theory-practice bridging and the focus on educational products as anticipated output. Research on didactic modelling and Schön's work on professional knowledge are used to highlight another specificity of LDW, namely that it is focusing on and adjusting the coproduction process to teachers' everyday modelling process while planning and executing teaching. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Theory-practice bridging through lesson design workshops.
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  Data: <searchLink fieldCode="AR" term="%22Östman%2C+Leif%22">Östman, Leif</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+Poeck%2C+Katrien%22">van Poeck, Katrien</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lidar%2C+Malena%22">Lidar, Malena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lundqvist%2C+Eva%22">Lundqvist, Eva</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eva.lundqvist@edu.uu.se</i>
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Jun2026, Vol. 70 Issue 4, p891-906. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Theory-practice+relationship%22">Theory-practice relationship</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+conferences%22">Education conferences</searchLink><br />*<searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br />*<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Design+research%22">Design research</searchLink>
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  Data: This article introduces and illustrates Lesson Design Workshops (LDW), a methodology for theory-practice bridging in education. It shares concerns and characteristics with Action Research, Lesson Studies, Learning Studies, Design-Based Research, and Didactic Dialogue while also having specific features, distinct from and complementary to the other approaches. Distinct for LDW is the use of coproduction between researchers and teachers as a mean for theory-practice bridging and the focus on educational products as anticipated output. Research on didactic modelling and Schön's work on professional knowledge are used to highlight another specificity of LDW, namely that it is focusing on and adjusting the coproduction process to teachers' everyday modelling process while planning and executing teaching. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193891176
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        Value: 10.1080/00313831.2025.2516446
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      – Code: eng
        Text: English
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        PageCount: 16
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      – SubjectFull: Theory-practice relationship
        Type: general
      – SubjectFull: Lesson planning
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      – SubjectFull: Action research
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      – SubjectFull: Learning
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      – SubjectFull: Education conferences
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      – SubjectFull: Expertise
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            – D: 01
              M: 06
              Text: Jun2026
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              Y: 2026
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