Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
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.
Mathematics Teacher Education and Development
Open Access Journal Webpage (Mathematics Teacher Education and Development)
Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
Continuous Improvement and "High Leverage" Educational Problems
Implementing Japanese Lesson Study in Foreign Countries
C:\Users\huynh\Zotero\storage\65RNQKZP\Fujii - 2014 - Implementing Japanese Lesson Study in Foreign Coun.pdf