Lesson study in Asia Pacific classrooms: local responses to a global movement

Abstract

Japanese Lesson Study is a model for teacher professional learning that has recently attracted world attention particularly within the mathematics education community. It is a highly structured process of teacher collaboration, observation, reflection and practice. The world focus has been mainly due to the work of American researchers such as Stigler and Hiebert (Am Educ Winter:1-10, 1998; The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Free Press, New York 1999), Lewis and Tsuchida (Am Educ Winter:14-17; 50-52, 1998) and Fernandez [J Teach Educ 53 (5): [395][396][397][398][399][400][401][402][403][404][405] 2002]. These researchers have documented Lesson Study from the perspective of their social, cultural and educational contexts. In order to develop a deeper understanding of Lesson Study in a post-modern global world, there is a need to seek views beyond those presented from an American perspective. This paper will provide further additional perspectives from an Australian state view and a Malaysian state district view and a university view. The aim is to develop an understanding of how the different contexts have influenced the structure and implementation of the Japanese Lesson Study model.

The Enhancement of Chemical Engineering by Using Problem Posing Approach Through Lesson Study Activities

“…Some of the research results that support this study include White & Lim (2008) which shows that lesson study is an activity in which educators can develop learning development processes and professional skills in improving student learning outcomes. Haratua et al (2011: 49) concluded that the implementation of lesson study can improve the quality of lecture results.…”

ICME international survey on teachers working and learning through collaboration: June 2016

“…Ebaeguin (2015) then used this analysis to develop a culturally embedded approach to promoting teacher growth through Lesson Study in a Philippine public school. These studies suggest that research could usefully focus on understanding better how Lesson Study can be recontextualised in different cultural contexts (see White and Lim 2008).…”

Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective

“…These include: appropriate content and pedagogical knowledge of teachers (Chokshi and Fernandez 2004;Yoshida, 2012); developing inquiry stances such as critical lens as researcher, critical lens as curriculum developer, and critical lens as student (Fernandez et al 2003); mindset of developing lesson plans with a holistic perspective; classroom observation with a focus on student learning (Watanabe 2002); teachers' commitment (White and Lim 2008;Verhoef et al 2014); having knowledgeable others' input (Chokshi and Fernandez 2004;Takahashi 2014), availability of high quality resources (White and Lim 2008;Yoshida 2012); and an authentic, inquiry-based professional learning community with a focus on teacher and student learning (Doig and Groves 2011;Perry and Lewis 2009). For example, Fernandez et al (2003) described three critical lenses for effectively conducting LS.…”