The philosophy of Lesson Study in Japanteacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and teacher professional communityhas 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 wordsJugyou 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.
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.
Recenzijos
"The volume should be considered as an important resource in LS research. The book is one of a kind as it focuses on LS implementation in a teacher education setting. The editors should be lauded for providing such a cogent and well-supported argument for best LS implementation. It covers the development of LS beyond its original context, Japan, both conceptually and empirically and provides a grounding and a guide to LS practitioners and researchers in many aspects." - Fikri Yandaa & Saifi Aini, Educational Action Research
1. Introduction: The Potentials of Lesson Study-based Teacher Education
Part I: Lesson study in Japan and the world
2. Through Foreign Eyes: A
Critical Understanding of Lesson Study-based Teacher Education in Japan
3.
The Landscape of Lesson Study: A Methodology for Teachers Professional
Development and Educational Research Part II: The Scenery of Lesson
Study-based Teacher Education in Japan
4. All Routes Lead to Lesson Study:
Lesson Study in a Subject Method Class
5. Lesson Study in Teaching Practicum
6. Lesson Study as an Effective Tool to Change Teachers Views
7. Beyond
Individual School: Off-side Lesson Study Part III: The Potentials and
Challenges of Lesson Study-based Teacher Education Globally
8. Lesson Study
in the United States: Possibilities and Challenges through a Case Study in
Social Studies Education
9. Lesson Study as Practitioner Research to Improve
Practice in Teacher Education: A Norwegian perspective
10. Lesson Study in
German-Speaking Countries between Classroom Research and Teacher Education
11. Lesson Study as a Component of International Cooperation in Education:
Implementation Examples from Peru and Uganda Part IV: For a Better Lesson
Study-based Teacher Education
12. Lesson Study with Multiple Stakeholders:
Community-based Lesson Study
13. Lesson Study as Democratic Professional
Development: Creating a Lesson-Mediated Public Sphere in the Teacher
Education Field
Jongsung Kim is Associate Professor of Social Studies Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Nariakira Yoshida is Associate Professor of Educational Studies at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Shotaro Iwata is Associate Professor of Health and Physical Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Hiromi Kawaguchi is Associate Professor of Social Studies Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
