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title: Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
created: 2023-02-02T23:00:20+00:00
modified: 2023-02-08T17:55:31+00:00
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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: Doig, Brian
author: Groves, Susie
date: 2011
in publication: Mathematics Teacher Education and Development
volume: 13
issue: 1
resource type: Research/Scholarly Media
status: Published Text
genre: Reflection/Retrospective
language: en
open access: Yes
peer: Yes
issn: 1442-3901
url: https://mted.merga.net.au/index.php/mted/article/view/47
apa: 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: http://core.miserver.it.umich.edu/omeka-s/api/items/2541
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year: 2011
date added: 2/2/2023 21:56
date modified: 2/2/2023 21:56
date accessed: 2/2/2023 21:56
short title: Japanese Lesson Study
rights: Copyright (c) Brian Doig & Susie Groves
catalog: mted.merga.net.au
extra: Number: 1
attach file: C:\Users\huynh\Zotero\storage\5Q4L9PKK\Doig and Groves - 2011 - Japanese Lesson Study Teacher Professional Develo.pdf

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display title: Continuous Improvement and "High Leverage" Educational Problems