Typical practices of lesson study in East Asia

Chen, Xiangming; Zhang, Yurong

doi:10.1111/ejed.12334

Cited by 16 publications

(21 citation statements)

References 36 publications

(59 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is no exaggeration to say that it would be difficult to find any pedagogical activity that is comparable to lesson study or jugyou kenkyuu in the original Japanese (Sarkar Arani, Shibata, & Matoba, ). It has been practised for over a century in Japan almost in isolation (Makinae, ) and in certain variations in China (Chen & Zhang, ). When international researchers learned about it, it spread worldwide in less than a decade.…”

Section: Introductionmentioning

confidence: 99%

Lesson and learning studies—An edifying story

Győri

2019

Euro J of Education

View full text Add to dashboard Cite

It would be difficult to find any pedagogical story that is comparable to that of jugyou kenkyuu (or lesson study in English) that has been practised for over a century in Japan in isolation and became a method that was used worldwide in less than 10 years. Because of its uniqueness and its history, it is an irrefutable challenge to understand what it is really about, how its basic aspects such as a lesson or teachers' knowledge and its development, the culture of education, the measurability of educational activities and other main aspects of education are or can be conceptualised and in which ways these can travel in a globalised arena of education. In this article, we try to give answers to these and some other relevant issues related to lesson study via the author's subjective view and individually‐constructed narrative.

show abstract

Section: Introductionmentioning

confidence: 99%

Lesson and learning studies—An edifying story

Győri

2019

Euro J of Education

View full text Add to dashboard Cite

show abstract

“…This finding further proves that LS has historically supported larger system-level reform in both Japan and China (Paine, 2019). Theoretically, China's centralized administration system and hierarchical teaching and research system can ensure the feasibility and efficiency of the top-down reform (Chen and Zhang, 2019; Huang et al , 2017). However, the district reform can only happen when the social goals and policies are consistent with the values and beliefs of the educators.…”

Section: Discussionmentioning

confidence: 99%

“…It can be “a complete lesson, a relatively complete segment of a lesson, or some details involved in the lesson” (Wang and Gao, 2012). As the main initiator of LS in schools, teachers work collaboratively to solve instructional problems and improve instructional practice, through which communities of practice are developed as the organizational basis of LS (Chen and Zhang, 2019; Chen, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

How does lesson study promote district education reform? – A case study of a district in Shanghai

Chen²,

Fang³

et al. 2022

IJLLS

View full text Add to dashboard Cite

PurposeLesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the potential to drive large-scale reform but little is known about how it does so from a district level. Therefore, this paper aims to reveal how lesson study promote district education reform.Design/methodology/approachThis study offers an in-depth case study of how District Y of Shanghai, China, took LS as the primary method in promoting its District Project of Building Curriculum Leadership in Schools. By analyzing the key project documents and achievements in project promotion, and interviews with the major Project leaders at District and school levels, this study explored the practice and impact of LS as a tool to promote district reform.FindingsIn the District Project, LS has been a medium to address each individual school's real problems of practice and turn them into reform vision and reform will in alignment with District goals. Five levels of school curriculum texts have been planned, designed, translated, implemented, reflected on, updated and mutually adjusted systematically through LS to ensure consistency in transforming District reform vision into classroom practice. Different models of teaching-research community building were found in sampled project schools and professional expertise was built with district support to promote reform. The curriculum leadership development through LS has shaped reform leader schools and formed a collection of LS exemplars circulated in schools as high-quality curriculum packages, which laid the foundation for district-wide reform.Originality/valueThe innovative practice of LS in China's education reform has expanded its reach from within one classroom to the entire district curriculum system and made it an important tool to drive large-school district-based education reform.

show abstract

“…A characteristic shared by lesson study and MGMP is that the area coverage (a city, a village, etc.) determines each professional development program (Chen & Zhang, 2019). Therefore, this forum is considered a means for teachers in the coverage area to collaborate.…”

Section: Introductionmentioning

confidence: 99%

The Practice of Learning Community on Teachers’ Development: A Case of Indonesia

Soraya

Supadi

2022

AIJP

View full text Add to dashboard Cite

This article aims to evaluate the programs organised by a professional learning community in Indonesia, MGMP (Subject Teacher Conference), as a forum for teachers' professional development with two principles: communal deliberation and subject teachers. Forty teachers were randomly selected and surveyed (N = 40), and three school inspectors were interviewed (N = 3). This recent study employed a mixed-method design. Furthermore, a content analysis was carried out to study the standards of MGMP development. Findings revealed that the programs have been consistent with the underlying principles of MGMP and are effective for Social Science teachers' development. Although more attention should be given to teachers' real performance in classes, the researchers believe regular meetings have provided teachers with opportunities to exchange ideas, discover solutions, and create a pool of current information and valuable experiences. The communal deliberation is contextual to the practice of PLC in Indonesia. It never changes the goal objective to improve teachers' professional development to improve student's quality of learning. It strengthens the spirit of collegiality in teachers' cooperation and collaboration.

show abstract

Typical practices of lesson study in East Asia

Cited by 16 publications

References 36 publications

Lesson and learning studies—An edifying story

Lesson and learning studies—An edifying story

How does lesson study promote district education reform? – A case study of a district in Shanghai

The Practice of Learning Community on Teachers’ Development: A Case of Indonesia

Contact Info

Product

Resources

About