ABSTRACT

This chapter reports how LS can be a powerful means by which group of teachers learn ways of improving and creating the new ways of supporting to their students through classroom learning. Donald McIntyre refers the multidimensionality, simultaneity, unpredictability, publicness and historical embeddedness of the demands made on teachers in classroom lessons. The chapter argues that teachers have learned to work effectively in classrooms through rigorous prioritisation, simplification and intuitive decision-making. LS provides the practical means for freeing teachers from the requirement of shouldering burdens of choice and responsibility in isolation, because it provides a powerful context for a new pedagogic partnership with their pupils. The University of Leicester in the East Midlands region of the UK has been working closely with the Affinity Teaching School Alliance a network with more primary schools in Leicestershire, Peter Dudley lead an inspiring workshop introducing LS to a hall full of primary teachers.