Lesson study as an instrument for school reform

Saito, Eisuke; Sato, Masaaki

doi:10.1177/0892020612445101

Cited by 38 publications

(38 citation statements)

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“…The idea of the school as a learning community (Saito, 2012a(Saito, ,2012bSaito & Atencio, 2015;Saito & Sato, 2012;Sato, 2010) has caught on in Japan in the last 20 years. Although teachers go through the same cycle as in the old Japanese model of lesson study, the major purpose of the new model is to improve school cultures, rather than focus on a specific lesson plan or a teaching technique.…”

Section: The New Paradigm Of the Japanese Model Of Learning Studymentioning

confidence: 99%

“…With teachers listening to children, particularly those with doubts, questions or troubles, children start to trust their teachers and participate more actively in their learning. The school atmosphere has also changed, as illustrated by the decline in the number of children with school phobias (Saito & Sato, 2012).…”

Section: The Impact and Constraints Of The Japanese Model Of Lessonmentioning

confidence: 99%

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Typical practices of lesson study in East Asia

Chen

Zhang

2019

Euro J of Education

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As countries worldwide aim to reform their education systems and improve teaching and learning, lesson study (LS), which originated in East Asia, has recently attracted great attention. In order for international educators and policy makers to better understand the history and the state of the art of LS in East Asia, this article introduces three typical models in Japan, Mainland China and Hong Kong. First, they are described with regard to their distinct features, historical origin and development, goals and objectives, mechanisms of implementation, actual achievements, and structural constraints. Their commonalities and differences are then compared, and especially how and why these differences emerge in the specific sociocultural contexts of the regions. Finally, policy implications are discussed to provide insights for the other education systems in their policy making and implementation of similar reform practices.

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Section: The New Paradigm Of the Japanese Model Of Learning Studymentioning

confidence: 99%

Section: The Impact and Constraints Of The Japanese Model Of Lessonmentioning

confidence: 99%

Typical practices of lesson study in East Asia

Chen

Zhang

2019

Euro J of Education

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“…This method has long been used in Japan to improve student achievement. Its main objective is to train teachers to be more responsive to student learning and improve the effectiveness of teaching and learning (Saito & Sato, 2012). Through lesson study, teachers in Japan work together to ensure that classroom teaching initiate positive change in teaching practices and student learning (Rock & Wilson, 2005).…”

Section: Lesson Study and Video Critiquementioning

confidence: 99%

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

Iksan¹

2017

ASSRJ

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Teachers' reflection is one important step in the implementation of Lesson Study. To enhance the professionalism of teachers, lesson study has become an important practice in the implementation of the Professional Learning Community (PLC) in Malaysia. "Video Critique" and "Lesson Study" are some of the tools in the implementation of PLC. As Lesson Study is newly introduced in 2011, teachers are still in the learning stage of implementing it. Among the problems teachers face is ways of making good reflections during classroom observation. Thus, this study aims to explore the ways in which excellent teachers reflect as well as their reflection level by looking at a video of teachers teaching at a school in Negeri Sembilan. The study was conducted using qualitative methods. The study participants were 17 excellent teachers, including two lecturers. Data was collected using reflective observations, documents of the participants, and recordings of the video critique sessions. Data was analysed using reflective dialogue session video documents analytical technique that has been transcribed. It was found that there are four stages of reflections: Descriptive, Dialogue Reflective, Descriptive Reflective and Critical Reflective. A majority of the excellent teachers reflected at the stage of Dialogue Reflective. Some of the excellent teachers made Descriptive Reflective, and only a few teachers succeeded brilliantly at Critical Reflective. Originality/value -This study implies a need for exposure to reflective practice during the process of observation so that teachers receive deep and meaningful feedback through practice in community learning.

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“…Likewise, Mr Masaaki Sato promoted LSLC reforms at the secondary level (Saito & Sato, 2012;Sato, 2006a;Sato & Sato, 2003) after he became principal of Gakuyo Junior High School in Japan in 2001. Mr Sato moved to this school after successfully leading reforms at Hiromi Primary School in Japan, which was one of the first pilot schools of LSLC.…”

Section: Changes To School Managementmentioning

confidence: 97%

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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Lesson study as an instrument for school reform

Cited by 38 publications

References 15 publications

Typical practices of lesson study in East Asia

Typical practices of lesson study in East Asia

Reflections on Teaching and Learning of Mathematics through Lesson Study and Video Critique

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

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