From “chalk and talk” to “guide on the side”: A cross‐cultural analysis of pedagogy that drives customised teaching for personalised learning

Abstract

This study analyses the teaching scripts and structure of lesson practices of a Singaporean English teacher at two different levels of class through a comparative analysis. Specifically, it aims to clarify how his view of teaching as tacit knowledge determines the structure of the lessons. The emphasis here is on the examination of a Singaporean's teacher's view and his awareness of the students and their teaching materials at hand through the lens of Japan‐based educators and the implications for education policy.

Lesson and learning studies—An edifying story

“…However, via teachers' professional learning (Dudley, Xu, Vermunt, & Lang, ), it also develops the teaching culture and knowledge and practice‐tied communities, whilst encouraging self‐reflection and activity as teachers (Mewald & Mürwald‐Scheifinger, ). Most importantly perhaps, it has an impact on teachers' beliefs and attitudes concerning teaching and its development (Khokhotva, ; Sarkar Arani, Lander, Shibata, Lee, & Kuno, ). The changes thus brought about are typically indirect, only becoming apparent in the long run, so it is impossible to measure the impact with traditional research methods which focus on short term and immediate impacts.…”

From “content” to “competence”: A cross-cultural analysis of pedagogical praxis in a Chinese science lesson

“…This division allowed the participants to clarify the points of the teacher, how she was attempting to develop the lesson, and in what ways the students were actively taking part during the lesson (Flanders, 1972;Good & Brophy, 1987). These four parts of the lesson are well-known in Japanese and Chinese as ki (introduction: provide the learning task), sho (development: accumulate knowledge), ten (turn: expand the dialogue) and ketsu (conclusion: internalize outcomes) (Sarkar Arani et al, 2019). (Table 2).…”