School‐based Research and Professional Learning: An innovative model to promote teacher professional development in China¹

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

“…The third type of evidence is established on the basis of standardized tests that indicate gain of student's academic achievement. This type of evidence is used to support the claims about long-term and large-scale impact of LS on students' learning (Gu and Wang 2006;Matoba et al 2007; Perry and Lewis 2011). Lee and Lo (2013) contended that teachers play crucial roles in bringing the intended curriculum to life in class, and LS provides a mechanism through which the intended, enacted and lived curricula can be brought closer together.…”

“…The cyclic process of plan-teach/ observe-evaluate, in particular with knowledgeable others' input, enables teachers to access their practice knowledge and see the outcome of their reflective actions. Thus, LS encourages teachers to make changes through reflection and enactment (Fernandez 2005;Gu and Wang 2006;Huang and Han 2015;Lewis et al 2009) and develop as reflective practitioners (Fernandez 2005).…”

“…The first reflection focuses on identifying the differences between existing practice and innovative ideas. The second reflection aims to identify the gap between innovative designs and the implementation of the designs (Gu and Wang 2006;Huang and Bao 2006).…”

Research engagement and educational decentralisation: problematising primary school English teachers’ research experiences in China

“…As a result, schools and teachers are increasingly obliged to produce evidence to demonstrate their educational quality and professional excellence. To these ends, teachers have been encouraged to reflect on their professional practices, often through action research in their professional (Barkhuizen 2009;Gao, Barkhuizen, and Chow 2011;Gu and Wang 2006;Wang, Zhou, and Gu 2005;Zhan 2008). …”

Typical practices of lesson study in East Asia

“…Whilst most pre-service teachers learn about lesson study through micro-teaching in universities and the central government calls for institutionally-organised school-based teaching research, reform-minded teachers and researchers have developed local forms of Lesson Study that are rooted in their specific contexts. A case in point is Action Education developed by Linyuan Gu in Shanghai (Gu & Wang, 2006). In response to the persistent challenge of preparing teachers to apply what they have learned in their training, Gu and his colleagues developed a new model based on their years of experiments in mathematics teaching.…”