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title: Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]
created: 2022-09-21T04:30:05+00:00
modified: 2022-09-21T04:41:33+00:00
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abstract description: China’s movement towards a key competencies-based curriculum represents a significant change in the curriculum orientation and stated learning goals for students, as well as a significant challenge for teachers. KCR [key competencies-based curricular reform] marks a fundamental shift from content-based to competencies-based reform. Since the publishing of OECD’s Key Competencies Framework in 2005, it has shaped the national curriculum reform efforts globally (Zhao and Tröhler, 2021). The Framework heavily prioritizes cultivating students’ ability to meet the complex demands using “cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values” (OECD, 2005, p. 8).While content-based curricula rely on disciplinary knowledge as the basis for teaching and learning activities, competencies-based curricula are outcome-driven, focusing on the mastery of specific learning outcomes or competences that may or may not be related to a specific discipline (Anderson-Levitt, 2017), such as global cultural awareness, civic responsibility and cyber wellness, and so on. These learner-centered competencies define the new curriculum standards and how teachers should translate them in teaching, but they fall outside the familiar knowledge and skills of frontline teachers. University faculty members and researchers have thus been increasingly involved in schools to work with teachers as brokers of theories and knowledge that are needed for this reform (Fang et al., 2022). This special issue reflects this shifting context. While it follows the earlier 2017 special issue, edited by Huang, Fang, and Chen, which examined Chinese lesson study, the current special issue for International Journal of Lesson and Learning Studies (IJLLS) specifically examines CLS at a period of major curriculum reform. The papers included here illustrate the power of CLS to continue to serve as a bridge to reform practices in teaching and learning. That…
abstract description: [Excerpted from Editors' Introduction, pp. 49-50]
author: Fang, Yanping
author: Huang, Rongjin
author: Chen, Xiangming
date: 2022
in publication: International Journal for Lesson and Learning Studies
volume: 11
issue: 2
resource type: Research/Scholarly Media
status: Special Issue/Series
genre: Empirical
approach concept: Lesson Study
approach concept: Chinese Lesson Study
open access: Partial
peer: Yes
issn: 2046-8253
url: https://www.emerald.com/insight/publication/issn/2046-8253/vol/11/iss/2
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apa: Fang, Y., Huang, R., & Chen, X. (Eds.). (2022). Chinese Lesson Study Reconceptualized in Time of Core Competencies-based (hexin suyang 核心素养) Reform [Special Issue]. International Journal for Lesson and Learning Studies, 11(2).

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display title: Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform

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display title: Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction

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display title: Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School

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display title: Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China

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display title: How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai

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display title: Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line

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display title: A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China

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display title: Chinese Lesson Study: Critical Aspects of Transfer From China to Italy

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display title: Theory and Practice of Chinese Lesson Study and Its Adaption in Other Countries [Special Issue]

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title: Chinese Lesson Study: Critical Aspects of Transfer From China to Italy
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title: A Teacher’s Learning of Transforming Curriculum Reform Ideas Into Classroom Practices in Lesson Study in China
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http://core.miserver.it.umich.edu/omeka-s/api/resources/3832
title: Exploring Teacher Learning Process in Chinese Lesson Study: A Case of Representing Fractions on a Number Line
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3983

http://core.miserver.it.umich.edu/omeka-s/api/resources/3831
title: How Does Lesson Study Promote District Education Reform? – A Case Study of a District in Shanghai
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3983

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title: Teacher Mindset Change in Boundary-Crossing Lesson Study: A Case From China
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http://core.miserver.it.umich.edu/omeka-s/api/resources/3829
title: Subject Competency Framework in Fostering High-End Lesson Study – A Case of Teaching “Properties of Iron Salts” Unit in a Senior High School
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3983

http://core.miserver.it.umich.edu/omeka-s/api/resources/3828
title: Facilitating EFL Teachers’ Professional Development Through CLS of English Literature Instruction
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3983

http://core.miserver.it.umich.edu/omeka-s/api/resources/3827
title: Continuity and Change: Chinese Lesson Study Redefined in the Context of Key Competencies-Based Reform
is part of: http://core.miserver.it.umich.edu/omeka-s/api/items/3983

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]
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