An Analysis of Chinese Lesson Study from Historical and Cultural Perspectives

Li, Xuhui

doi:10.1007/978-3-030-04031-4_11

Cited by 6 publications

(10 citation statements)

References 16 publications

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“…These incidences suggest that the online PLC is productive (Lantz-Andersson et al, 2018). This may be related to the well-established teaching research system (Chen, 2020) and teacher collaborative culture in China (Li, 2019). The finding echoes that moving a well-established face-to-face PLC to virtual PLC could be successful when an experienced facilitator is coming into play (Huang et al, 2020).…”

Section: Expansive Learning Through the Iterative Cycles Of Ls Within...mentioning

confidence: 94%

“…The Chinese LS refers to a teacher PD approach that involves collaborative lesson planning, cycles of teaching with classroom observation, post-lesson debriefing and reflection and lesson revision; these components have been evolved for over a century in China (Li, 2019). Structurally similar to the Japanese LS, the Chinese LS has its unique features such as reiterative teaching of the research lesson to different groups of students and involvement of knowledgeable others; throughout the LS process.…”

Section: Conceptual Framework 21 Lesson Study and Teacher Collaborati...mentioning

confidence: 99%

“…The practice of the Chinese LS reveals that a culture of "teaching as a public activity" (Stigler et al, 2013, p. 227) has been well established in China; observing and learning from each other's teaching and opening up the classroom to the public have become a norm for Chinese teachers (Li, 2019). Moreover, the school-based teaching research groups (TRG) have been in place as local professional learning communities (PLC) (DuFour, 2004) for over a half century (Chen, 2020).…”

Section: Conceptual Framework 21 Lesson Study and Teacher Collaborati...mentioning

confidence: 99%

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Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Huang

Lai

Huang

2021

IJLLS

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PurposeThis study aimed to explore how a group of Chinese primary mathematics teachers learned through conducting an online cross-cultural lesson study between China and Australia.Design/methodology/approachAn expansive learning theory was adopted to examine teachers' learning through collective activities across different activity systems. Multiple data sets including videos of research lessons, debriefings and audios of interviews were collected. From the expansive learning perspective, based on a fine-grained qualitative data analysis, various contradictions (as driving forces of learning) were identified and the ways of resolving the contradictions (as enactment of learning) were located to feature teacher learning throughout the online lesson study process.FindingsTeachers' expansive learning includes enhancing teachers' MKT and Mathematics TPACK, developing instructional design skills and capabilities in addressing challenges occurring in the virtual environment were identified.Research limitations/implicationsTheoretically, the study illustrated how expansive learning theory could be utilized to examine teacher collaborative learning in the online cross-cultural lesson study. Practically, this study showed that reiterative cycles and experts' facilitation are crucial to expansive learning for linking research to classroom practice. However, this study did not focus on student learning in the virtual environment. Australian teachers' reciprocal learning through the online lesson study also requires further exploration.Originality/valueBoth online lesson study and cross-cultural collaboration are innovative. The expansive learning lens are creatively used to examine the complexity of teacher learning in such a novel environment.

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Section: Expansive Learning Through the Iterative Cycles Of Ls Within...mentioning

confidence: 94%

Section: Conceptual Framework 21 Lesson Study and Teacher Collaborati...mentioning

confidence: 99%

Section: Conceptual Framework 21 Lesson Study and Teacher Collaborati...mentioning

confidence: 99%

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Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Huang

Lai

Huang

2021

IJLLS

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“…LS is a teacher collaborative professional development model that is originated in East Asia (Li, 2019;Makinae, 2019) and then has been adapted all over the world (Huang et al, 2019;Quaresma et al, 2018). Several studies discuss how LS has been modified to be adapted in different countries (e.g., Wolthuis et al, 2020;Huang et al, 2019;Xu and Pedder, 2015).…”

Section: Literature Review On Lsmentioning

confidence: 99%

“…LS is a teacher collaborative professional development model that is originated in East Asia (Li, 2019; Makinae, 2019) and then has been adapted all over the world (Huang et al. , 2019; Quaresma et al.…”

Section: Literature Review On Lsmentioning

confidence: 99%

Chinese lesson study: critical aspects of transfer from China to Italy

Ramploud

Funghi

Bartolini

2022

IJLLS

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PurposeThe aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian schools. The study focuses on the modifications and invariance when introducing CLS in a different culture.Design/methodology/approachIn a previous work (Bartolini Bussi et al., 2017), the authors focused on a single case of activity inspired by the CLS in Italy, and identified some conflicts emerging between the cultures of teaching in China and Italy and explored the way to overcome the conflicts. In the following years, the authors implemented lesson study (LS) experimentations with dozens of in-service primary school teachers and pre-service teachers who were gradually introduced to the model of CLS. The tensions/constraints occurred prominently when extending the experiments with many dozens of other in-service teachers and pre-service teachers.FindingsThe authors highlighted how the process of deconstruction allowed the participants in the study to either appropriate or reject some features of the CLS, linking this process to the cultural differences.Practical implicationsThe authors believe and argue that LS, and CLS in particular, must be modified in the transfer from one culture to another, considering the cultural beliefs of the involved teachers.Originality/valueThe authors claim that the features of CLS compels the Western researchers to adopt local and culturally determined choices and to be aware of the rationale of these choices.

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Textbooks and Curriculum from a Governance Perspective

Rezat,

Westbury

2024

Springer International Handbooks of Education

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An Analysis of Chinese Lesson Study from Historical and Cultural Perspectives

Cited by 6 publications

References 16 publications

Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Teachers' learning through an online lesson study: an analysis from the expansive learning perspective

Chinese lesson study: critical aspects of transfer from China to Italy

Textbooks and Curriculum from a Governance Perspective

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