Learning from Japanese Approaches to Professional Development
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- 1 November 2002
- journal article
- Published by SAGE Publications in Journal of Teacher Education
- Vol. 53 (5), 393-405
- https://doi.org/10.1177/002248702237394
Abstract
This article first describes the Japanese professional development practice of lesson study and its articulation within the Japanese educational system. Next, insights gained from an empirical study that explored the feasibility of lesson study in a U.S. setting are discussed. More specifically, challenges to lesson study practice are highlighted, with particular attention paid to the difficulties faced by American teachers in trying to adopt the research focus that is inherent in lesson study. The article concludes with reflections about what the study of lesson study can teach us about efforts to improve teaching, which, like lesson study, center on having teachers examine their practice or that of others.Keywords
This publication has 2 references indexed in Scilit:
- Planned educational change in Japan: the case of elementary science instructionJournal of Education Policy, 1997
- Norms of Collegiality and Experimentation: Workplace Conditions of School SuccessAmerican Educational Research Journal, 1982