http://core.miserver.it.umich.edu/omeka-s/api/items/3819
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title: Theorizing Chinese Lesson Study From a Cultural Perspective
created: 2022-08-08T20:43:15+00:00
modified: 2022-09-21T05:00:22+00:00
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site: http://core.miserver.it.umich.edu/omeka-s/api/sites/9
abstract description: Purpose The purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning. Design/methodology/approach The overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights. Findings The findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers. Originality/value The revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.
author: Chen, Xiangming
date: 2017
in publication: International Journal for Lesson and Learning Studies
volume: 6
issue: 4
pages: 283-292
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
keywords: Chinese lesson study
keywords: cultural perspective
keywords: deliberate practice
keywords: practical reasoning
keywords: unity of knowing and doing
approach concept: Lesson Study
approach concept: Chinese Lesson Study
national context: China
open access: No
peer: Yes
issn: 2046-8253
doi: IJLLS-12-2016-0059
url: https://doi.org/10.1108/IJLLS-12-2016-0059
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3982
apa: Chen, X. (2017). Theorizing Chinese Lesson Study From a Cultural Perspective. International Journal for Lesson and Learning Studies, 6(4), 283–292. https://doi.org/10.1108/IJLLS-12-2016-0059
id: J9NX9NBD
class: ire:JournalArticle
year: 2017
catalog: Emerald Insight
extra: Publisher: Emerald Publishing Limited

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IJLLS-12-2016-0059
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display title: Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]

http://core.miserver.it.umich.edu/omeka-s/api/resources/3982
title: Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]
contains part: http://core.miserver.it.umich.edu/omeka-s/api/items/3819