Professor, Sultan Hassanal Bolkiah Institute of Education
2003 - 2018 Universiti Brunei Darussalam: Research, Teaching, Curriculum Development, Administration, Consultancy
1996 - 2003 Brunel University, UK: Director of Doctoral Programmes in Education
2001 - 2002 Kings College London, Asian Development Bank and British Council: International Consultant
1986 - 1996 UCL IOE: Research, Teaching, National Curriculum Development
1984 - 1986 University of Hong Kong: Research, Teaching, Hong Kong Examinations and Curriculum Development Committees
1973 - 1984 Kent Education Authority, UK: High School Teacher
1972 Inner London Education Authority, UK: High School Teacher
BSc Honours Economics, Swansea University, 1971
PGCE, UCL IOE, 1973
MA Education, with distinction, UCL IOE, 1982
PhD Education, UCL IOE, 1996
Teaching and Learning, Phenomenography, Variation Theory, Lesson and Learning Study, Teachers' professional development
This study aims to investigate what and how teachers learn in utilizing a Lesson Study (LS) and a Learning Study (LeaS) model of teaching and what underpinning factors support or prevent such learning. In all its adaptations, Lesson Study emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. It is timely to attempt a qualitative meta-analysis of a sample of reports of these studies to identify what they tell us about their effect on teacher learning - about what works from the perspectives of the teachers involved, and why the design and facilitation of the LS works from the perspectives of the facilitators and researchers involved. The reports published in a sample of journals – IJLLS, TATE, SJER, EARJ, ER and ZDM - over the last five years will be subjected to a systematic review to seek answers to two questions. Firstly, what do teachers learn by taking part in Lesson Study (LS)? The first focus of the review is on LS as critical reflection on practice, as teacher learning voiced by teachers. Secondly, what is the theory of learning that underpins the design, facilitation and evaluation of the LS? The second focus of the review is on the design for teacher learning voiced by facilitators of LS. Collaborator: Professor Airi Rovio-Johansson, University of Gothenburg, Sweden
Wood, K. (2018) On the theorization of lesson study and learning study, International Journal for Lesson and Learning Studies, Vol. 7, No. 3.
Wood, K., Jaidin, J. H., Jawawi, R., Perera, Q., Salleh, S., Shahrill, M. and Sithamparam, S. (2018) Lesson Study in Brunei Darussalam: changing the paradigm for teaching and learning, in Kerry J. Kennedy and John Chi-Kin Lee (eds) Routledge International Handbook of Schools and Schooling in Asia, London and New York: Routledge.
Wood, K. (2018) The many faces of lesson study and learning study, International Journal for Lesson and Learning Studies, Vol. 7, No. 1, 2-7.
Wood, K. (2017) Teacher learning through collaboration, International Journal for Lesson and Learning Studies, Vol. 6, No. 3, 186-189.
Wood, K. (2017) Is there really any difference between Lesson and Learning Study? Both focus on neriage, International Journal for Lesson and Learning Studies, Vol. 6, No. 2, 118-123.
Wood, K. and Sithamparam, S. (Eds) (2017 pbk) Realising Learning – Teachers’ professional development through lesson and learning study, New York and London: Routledge. (Paperback edition 2017)
Wood, K., Jaidin, J. H., Jawawi, R., Perera, Q., Salleh, S., Shahrill, M. and Sithamparam, S. (2017) How and what teachers learn from collaborative professional development, International Journal for Lesson and Learning Studies, Vol. 6, No. 2, 151-168
Wood, K. (2013) A design for teacher education based on a systematic framework of variation to link teaching with learners’ ways of experiencing the object of learning, International Journal for Lesson and Learning Studies, Vol. 2, No. 1, 56-71
Wood, K. (2006) Changing as a person. The experience of learning to research in the social sciences, Higher Education Research & Development, Vol 25, No 1, 53-66
Wood, K. (2003) Inside out and outside in – the role of variation in teachers’ professional development, Changing English: Studies in Culture and Education, Vol 10, No 2, 205-215
Wood, K. (2000) The experience of learning to teach – changing student teachers’ ways of understanding teaching, Journal of Curriculum Studies, Vol 32, No 1, 75-94
BRC 8 Investigation of the Teaching and Learning Practices which Lead to the Development of Competencies for Life and Work in the 21st Century 2013 - 2017 (PI, BRC grant $955K)
We have recently completed a study (2013-17) supported by a Brunei Research Council (BRC08) grant involving 150 teachers of four curriculum areas from government primary and secondary schools to develop a research-based professional development model for 21st century teaching and learning (21CTL). The model engages teachers in cycles of Lesson Study to design, teach and review learning activities that promote 21st century skill development in the context of the national curriculum. To review the design of the learning situation, teachers collect evidence of gains in student knowledge and capabilities, and evidence of the opportunities provided by the design for students to build the target skills of collaboration, knowledge construction, self-regulation, real-world problem-solving and innovation, the use of ICT for learning and skilled communication. The study sought to identify the necessary conditions for teacher learning, hypothesized to include teacher experience of simultaneous variation with respect to 1) approaches to the design of learning situations, 2) students' responses to the processes and content of those designs, and 3) teachers' interpretations of the student learning outcome.
See, for example, Wood, K., Jaidin, J. H., Jawawi, R., Perera, Q., Salleh, S., Shahrill, M. and Sithamparam, S. (2017) How and what teachers learn from collaborative professional development, International Journal for Lesson and Learning Studies, Vol. 6, No. 2, 151-168
2018 Member, Working Group to formulate Brunei TVET Teacher Standards, SEAMEO VOCTECH inaugurated 27 February
2018 Publishing Consultant, www.Springer.com Exploring Lesson Study through Knowledge Management
2016 INSET Leader, 21CTL Ministry of Education: Professional Development Programme: Numeracy Year 5 Teachers.
Editor-in-Chief, International Journal for Lesson and Learning Studies
(This journal is abstracted and indexed by: Thomson Reuters Emerging Sources Citation Index, British Library, EBSCO EDS, ProQuest ABI inform, Scopus, Summon and Cabell's Directory of Publishing Opportunities in Educational Curriculum & Methods) http://www.emeraldinsight.com/journal/ijlls
Executive Council Member, World Association of Lesson Studies (WALS) http://walsnet.org/
Contribution to the development of the Brunei education system 2003-2018