Taking stock of Lesson Study as a platform for teacher development in Singapore

Lim, Christina; Lee, Christine; Saito, Eisuke; Haron, Sharifa Syed

doi:10.1080/1359866x.2011.614683

Cited by 63 publications

(58 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further to the interviews, a part of the curriculum and the standards were analysed to compare their contents (see details in Annex A). Source: Leijen and Pedaste (in press, 2018 [80] ), "Pedagogical beliefs, instructional practices, and opportunities for professional development of teachers in Estonia". Notes: CP refers to Credit Points.…”

Section: Processesmentioning

confidence: 99%

“…This process was carried out in parallel with the development of the new professional standards (Pedaste et al, 2014 [78] ), and also built on a number of initiatives and projects run by the university (Leijen and Pedaste, in press, 2018 [80] ). The institution co-ordinated the design process of its programme in a collaborative way involving a number of different faculties including the Faculty of Social Sciences and Education (in particular, its Institute of Education), faculties responsible for teaching subject didactics, and colleagues participating in the organisation of teaching practicum.…”

Section: Processesmentioning

confidence: 99%

“…This was addressed not only through eliminating the divide between foundational disciplines and methodological courses, but also through reconceptualising school practicum (Leijen and Pedaste, in press, 2018 [80] ). This latter resulted in continuous teaching practicum throughout the master's programme, and strengthened collaboration between the university supervisor and the school-based mentor.…”

Section: Processesmentioning

confidence: 99%

“…Some teacher education programmes, for example the one at the University of Tartu, also organise pedagogical practice in university settings (simulated practice) as an introductory experience. Schools-based practicum is carried out through partnerships with schools (Pedaste et al, 2014 [78] ; ET2020 Working Group on Schools Policy, 2015 [79] ; Leijen and Pedaste, in press, 2018 [80] ). Teacher candidates are supported by a university-based supervisor who oversees their field experience and supports them in reflecting on their teaching practice, and a school-based mentor teacher who guides school practice.…”

Section: Teacher Educationmentioning

confidence: 99%

“…General pedagogical knowledge features in the curriculum as "pedagogical subjects". These were developed through identifying core knowledge domains of teachers (represented as the thirteen underlying topics -four general and nine specific -of the four core courses in Figure 4.1) (Leijen and Pedaste, in press, 2018 [80] ).…”

Section: Content Analysismentioning

confidence: 99%

See 4 more Smart Citations

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

View full text Add to dashboard Cite

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org .This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD. │ EDU/WKP(2018)10 WHAT DIFFERENCE DO STANDARDS MAKE TO EDUCATING TEACHERS? Unclassified ABSTRACTThis paper reviews evidence on the interplay between professional standards for teachers, the content of teacher education and educational sciences, and provides three case studies to illustrate these interactions from Estonia, Australia and Singapore. In particular, it investigates what aligning teacher education programmes to standards really mean; and what conception of educational sciences is reflected in the standards and the curriculum. Analyses suggest that alignment, as an explicit, direct and consistent correspondence, is difficult to achieve, in part due to different conceptualisations of professional knowledge. However, this paper argues that the main value of standards as policy tools lies in their capacity to create mutual dialogue between different artefacts (standards' requirements, curriculum, course descriptions, accreditation standards, etc.), as well as among stakeholders. Regularly renegotiating the standards as a result of such dialogue and reflections should be a crucial part of the policy process. RÉSUMÉCe document de travail fait un état de la littérature sur l'interaction entre les normes professionnelles pour les enseignants, le contenu de leur formation et les s...

show abstract

Section: Processesmentioning

confidence: 99%

Section: Processesmentioning

confidence: 99%

Section: Processesmentioning

confidence: 99%

Section: Teacher Educationmentioning

confidence: 99%

Section: Content Analysismentioning

confidence: 99%

See 3 more Smart Citations

What difference do standards make to educating teachers?

Révai

2018

OECD Education Working Papers

View full text Add to dashboard Cite

show abstract

Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

Norwich

Ylönen

2014

British Educational Res J

View full text Add to dashboard Cite

This paper examines data from the novel use of Lesson Study (LS), an internationally known strategy for professional development, to improve the teaching of students with Moderate Learning Difficulties (11-14 years old). The paper aims to use a systematic qualitative analytic approach to identify variations in LS practice in a Development andResearch project with about 100 teachers across 30 schools in 2 LS phases. It also examines the extent to which the immediate context of undertaking the LSs relates to the LS practices and the outcomes for teachers and learners. Different data sources were used to examine the LS context, LS practices and outcomes. Analysis showed how teachers adapted the LS strategy to their particular subjects areas, the needs of students identified with MLD and their teaching contexts, while mainly keeping to the expected LS procedures. Co-variation analysis showed how the degree to which contexts were supportive of LS could be related to student learning gains and teacher outcomes, but no mediating factors were identified. The conclusions indicate the 2 importance of context for successful LS use. The findings are discussed in terms of possible mediating factors to better understand what is involved in quality and effective LS.

show abstract

Lesson Study as ‘Systematic Analysis of Experience’

Orland‐Barak

Maskit²

2017

Methodologies of Mediation in Professional Learning

View full text Add to dashboard Cite

Taking stock of Lesson Study as a platform for teacher development in Singapore

Cited by 63 publications

References 9 publications

What difference do standards make to educating teachers?

What difference do standards make to educating teachers?

Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes

Lesson Study as ‘Systematic Analysis of Experience’

Contact Info

Product

Resources

About