Key issues of lesson study in Japan and the United States: a literature review

Saito, Eisuke

doi:10.1080/19415257.2012.668857

Cited by 86 publications

(70 citation statements)

References 16 publications

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“…Lesson Study originated in Japan , Saito 2012. It has the characteristics of effective professional development: teachers are actively involved in both the process as the products, the focus is on content and specifically on students learning this content, it takes place over a longer time span, and there is coherence between the activities (Garet et al 2001, Penuel et al 2007.…”

Section: Lesson Studymentioning

confidence: 99%

Lesson Study: professional development (PD) for beginning and experienced teachers

Coenders

Verhoef

2018

Professional Development in Education

125

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faculty of Behavioural, management and social sciences, elan, institute for teacher development, university of twente, enschede, the netherlands ABSTRACT Central in this study is the professional development of beginning and experienced teachers collaborating in Lesson Study teams. Two high school teacher teams participated, a chemistry and a multidisciplinary team. Each team consisted of a beginning and an experienced teacher. Both teams went through the Lesson Study cycle twice. What and from what the beginning and experienced teachers learned, differences in teacher leaning and what Lesson Study elements contributed to this learning were studied in a qualitative multiple case study using interviews, reflective journals, and recordings . The Extended Interconnected Model for Professional Growth was used to interpret teacher learning. Our results show that two Lesson Study teams materialized in which participants shared experiences, thoughts, and ideas related to teaching and learning. Lesson Study contributed to both beginning and experienced teachers' PCK development. The combination of two phases in this professional development program proved instrumental for this PCK development: a development phase in which participants meet new pedagogies, discuss these in the perspective of student learning, design a lesson plan and prepare for class use. Followed by a class enactment phase where the designed lesson is enacted, students are observed, subsequently salient results are discussed and the lesson plan revised.

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Section: Lesson Studymentioning

confidence: 99%

Lesson Study: professional development (PD) for beginning and experienced teachers

Coenders

Verhoef

2018

Professional Development in Education

125

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“…However, despite lesson study's emphasis on the importance of observing pupils, the majority of research has addressed groups of teachers and their teacher development activities, while fewer discussions have actually addressed issues concerning pupils themselves (Saito, 2012a).…”

Section: Introductionmentioning

confidence: 99%

Lesson study for learning community (LSLC): conceptualising teachers’ practices within a social justice perspective

Saito¹,

Atencio

2014

Discourse: Studies in the Cultural Politics of Education

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Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neoliberal reform agendas.

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“…For this purpose, the school must not segregate those teachers who practise such pedagogical approaches and those who do not. Such a schism has often led to divisions within the broader school culture (Saito, 2012) and, in some cases, has led to the marginalisation of those invested in group learning pedagogies. We therefore propose that the entire school has to be invested in some relatable form of group learning practice.…”

Section: Factors That Underpin Group Learning Practicementioning

confidence: 99%

Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors

Saito¹,

Atencio

2014

Policy Futures in Education

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This article proposes four key developmental stages and various underpinning factors pertaining to the practices of setting up and supporting group learning in the classroom setting. The discussion is mostly explained conceptually, with some compelling examples from the field. The authors subsequently advise that three elements of integration -namely, reciprocity, redistribution and exchange -are also critical to the viability of group learning. The authors aver that teachers require extensive support and guidance in order to facilitate group learning appropriately. Frequent mutual peer observations and reflection can be used to improve practices and generate investment in this approach across the entire school culture.

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Key issues of lesson study in Japan and the United States: a literature review

Cited by 86 publications

References 16 publications

Lesson Study: professional development (PD) for beginning and experienced teachers

Lesson Study: professional development (PD) for beginning and experienced teachers

Lesson study for learning community (LSLC): conceptualising teachers’ practices within a social justice perspective

Conceptualising Teacher Practice and Pupil Group Learning through Developmental Stages and Integration Factors

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