Lesson Study-based Teacher Education: The Potential of the Japanese Approach in Global Settings [Kietas viršelis]

"The philosophy of lesson study emphasizes teacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and democratic teacher community-building. This philosophy has attracted researchers and teacher educators globally, especially for the last 20 years. Due to the efforts of previous researchers, the knowledge of this approach has expanded. Yet such research falls short in two aspects: (a) limiting the lesson study methodology's potential for in-service teachers'professional development and (b) lacking in research on the implementation of the philosophy of lesson study in particular contexts. Intended as an introductory resource for those interested in learning about lesson study, this edited volume will reestablish lesson study as a methodology for teacher education-including pre-service and in-service teacher education that occurs inside and outside of schools-and explain how Japanese lesson study-based teacher education can help educators across the world in reforming their teaching and learning methods. The book showcases the research on lesson study implementation in several countries such as the U.S., Germany, Norway, Peru, and Uganda and discusses the opportunities and challenges that arise when lesson study-based teacher education expands beyond Japan to the rest of the world. This book will appeal to anyone interested in learning about lesson study"--

Lesson Study does not have the same meaning as its original Japanese expression Jugyou Kenkyuu —Jugyou meaning instruction or lesson(s) and Kenkyuu meaning study or research. This edited volume discusses how Lesson Study is utilized in Japanese teacher education and in the rest of the world.

The philosophy of Lesson Study in Japan—teacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and teacher professional community—has attracted educators and researchers worldwide. However, Lesson Study does not have the same meaning as its original Japanese expression Jugyou Kenkyuu, a combination of two Japanese words—Jugyou meaning instruction or lesson(s) and Kenkyuu meaning study or research. To bridge the gap between Jugyou Kenkyuu and Lesson Study and therefore maximize the potential of Lesson Study in the world, this edited volume provides two "mirrors" for those who wish to reflect on and implement Lesson Study within their own contexts. One section discusses how Lesson Study is utilized in Japanese teacher education and how this system reproduces the very culture of Lesson Study. The other section addresses case studies showcasing Lesson Study implementation in several countries such as the United States, Germany, Norway, Peru, and Uganda and discusses the opportunities and challenges that arise when Lesson Study-based teacher education expands beyond Japan to the rest of the world. This book will appeal to anyone interested in learning about Lesson Study.