Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
Item
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
Date
In publication
Volume
13
Issue
1
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Reflection/Retrospective
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1442-3901
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.
Rights
Copyright (c) Brian Doig & Susie Groves
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