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Introducing Spatial Thinking and Lesson Study: Researcher's Role in Early Childhood Story-Based Design Integration

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Title: Introducing Spatial Thinking and Lesson Study: Researcher's Role in Early Childhood Story-Based Design Integration
Language: English
Authors: Rohit Mishra (ORCID 0000-0001-9802-995X), Remke M. Klapwijk, Marc de Vries, Jeroen Spandaw
Source: International Journal for Lesson and Learning Studies. 2026 15(5):33-50.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Preschool Education
Descriptors: Spatial Ability, Teacher Improvement, Teacher Collaboration, Preschool Teachers, Preschool Curriculum, Preschool Children, Facilitators (Individuals), Educational Researchers, Faculty Development, Satisfaction, Discussion, Teacher Characteristics, Teaching Methods, Foreign Countries
Geographic Terms: Ireland
DOI: 10.1108/IJLLS-05-2025-0122
ISSN: 2046-8253
Abstract: Purpose: This study aims to investigate how a researcher supported early childhood (EC) educators in integrating spatial thinking into the curriculum through lesson study (LS). It was conducted in a context where both LS and spatial reasoning were unfamiliar. The study explores the facilitation strategies that initiated and sustained teacher dialogue about case pupils' spatial thinking. It further examines how these strategies contributed to professional learning across dimensions of satisfaction, knowledge, instructional practice and school-level change. Design/methodology/approach: A qualitative case study approach was used, drawing on audio recordings of LS meetings, pupil artifacts, researcher reflections and field notes. Reflective thematic analysis traced how the researcher scaffolded teacher thinking and interaction across LS phases, with particular attention to discussions focused on case pupils' spatial reasoning. Findings: Researcher support evolved from directive reassurance during the workshop to more facilitative prompting as teacher confidence increased across the LS cycles. Key mechanisms included reassurance, strategic questioning, mindset reframing and structured protocol for debriefing session and observation sheets to anchor discussions in pupil learning. Constraints such as staffing shortages and LS unfamiliarity were addressed with adaptations in the LS process. Practical implications: Findings inform LS facilitation training by emphasizing gradual autonomy, structured reflection and teacher-led inquiry. The study also offers guidance for sustaining LS in under-resourced settings. Originality/value: The study offers new insights into multi-role LS design and facilitation in EC education, especially for unfamiliar areas like spatial thinking. It shows how researchers can support teacher learning and facilitate processes that make such content visible, actionable and embedded in classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502973
Database: ERIC
FullText Text:
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  Data: Introducing Spatial Thinking and Lesson Study: Researcher's Role in Early Childhood Story-Based Design Integration
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  Data: English
– Name: Author
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Rohit+Mishra%22">Rohit Mishra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9802-995X">0000-0001-9802-995X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Remke+M%2E+Klapwijk%22">Remke M. Klapwijk</searchLink><br /><searchLink fieldCode="AR" term="%22Marc+de+Vries%22">Marc de Vries</searchLink><br /><searchLink fieldCode="AR" term="%22Jeroen+Spandaw%22">Jeroen Spandaw</searchLink>
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Lesson+and+Learning+Studies%22"><i>International Journal for Lesson and Learning Studies</i></searchLink>. 2026 15(5):33-50.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spatial+Ability%22">Spatial Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Improvement%22">Teacher Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Researchers%22">Educational Researchers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion%22">Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJLLS-05-2025-0122
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2046-8253
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study aims to investigate how a researcher supported early childhood (EC) educators in integrating spatial thinking into the curriculum through lesson study (LS). It was conducted in a context where both LS and spatial reasoning were unfamiliar. The study explores the facilitation strategies that initiated and sustained teacher dialogue about case pupils' spatial thinking. It further examines how these strategies contributed to professional learning across dimensions of satisfaction, knowledge, instructional practice and school-level change. Design/methodology/approach: A qualitative case study approach was used, drawing on audio recordings of LS meetings, pupil artifacts, researcher reflections and field notes. Reflective thematic analysis traced how the researcher scaffolded teacher thinking and interaction across LS phases, with particular attention to discussions focused on case pupils' spatial reasoning. Findings: Researcher support evolved from directive reassurance during the workshop to more facilitative prompting as teacher confidence increased across the LS cycles. Key mechanisms included reassurance, strategic questioning, mindset reframing and structured protocol for debriefing session and observation sheets to anchor discussions in pupil learning. Constraints such as staffing shortages and LS unfamiliarity were addressed with adaptations in the LS process. Practical implications: Findings inform LS facilitation training by emphasizing gradual autonomy, structured reflection and teacher-led inquiry. The study also offers guidance for sustaining LS in under-resourced settings. Originality/value: The study offers new insights into multi-role LS design and facilitation in EC education, especially for unfamiliar areas like spatial thinking. It shows how researchers can support teacher learning and facilitate processes that make such content visible, actionable and embedded in classrooms.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1502973
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        Value: 10.1108/IJLLS-05-2025-0122
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 33
    Subjects:
      – SubjectFull: Spatial Ability
        Type: general
      – SubjectFull: Teacher Improvement
        Type: general
      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Ireland
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    Titles:
      – TitleFull: Introducing Spatial Thinking and Lesson Study: Researcher's Role in Early Childhood Story-Based Design Integration
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