Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed

Title: Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
Abstract/Description: This paper is based on data gathered during visits to Uganda and Malawi, conducted by the International Math-teacher Professionalization Using Lesson Study (IMPULS) project and the Japanese International Cooperation Agency (JICA). The author's observations and experiences highlighted misconceptions about lesson study. The paper concludes that some key factors can be viewed as either affordances, or constraints, on practice, while others are best understood against several misconceptions that seem to be common outside Japan.
Author/creator: Fujii, Toshiakira
Date: 2014
In publication: Mathematics Teacher Education and Development
Volume: 16
Issue: 1
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
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: Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
Cited in: Continuous Improvement and "High Leverage" Educational Problems
Rights: Copyright (c) Toshiakira Fujii

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

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