Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry

Title: Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
Abstract/Description: Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our own experience of Japanese Lesson Study and the research literature to describe its characteristic features and examine some of the cultural assumptions that underpin its implementation.
Author/creator: Doig, Brian; Groves, Susie
Date: 2011
In publication: Mathematics Teacher Education and Development
Volume: 13
Issue: 1
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Reflection/Retrospective
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
ISSN: 1442-3901
URL: Open Access Journal Webpage (Mathematics Teacher Education and Development)
Citation: Doig, B., & Groves, S. (2011). Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry. Mathematics Teacher Education and Development, 13(1), Article 1.
Cited in: Continuous Improvement and "High Leverage" Educational Problems
Rights: Copyright (c) Brian Doig & Susie Groves

Item sets: OB Citations - Continuous Improvement and "High Leverage" Educational Problems

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