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title: Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed
created: 2023-02-02T23:00:20+00:00
modified: 2023-02-08T17:55:31+00:00
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abstract description: 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.
author: Fujii, Toshiakira
date: 2014
in publication: Mathematics Teacher Education and Development
volume: 16
issue: 1
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
language: en
open access: Yes
peer: Yes
issn: 1442-3901
url: https://mted.merga.net.au/index.php/mted/article/view/206
apa: Fujii, T. (2014). Implementing Japanese Lesson Study in Foreign Countries: Misconceptions Revealed. Mathematics Teacher Education and Development, 16(1), Article 1.
cited in: http://core.miserver.it.umich.edu/omeka-s/api/items/2541
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class: ire:JournalArticle
year: 2014
date added: 2/2/2023 21:57
date modified: 2/2/2023 21:57
date accessed: 2/2/2023 21:57
short title: Implementing Japanese Lesson Study in Foreign Countries
rights: Copyright (c) Toshiakira Fujii
catalog: mted.merga.net.au
extra: Number: 1
attach file: C:\Users\huynh\Zotero\storage\65RNQKZP\Fujii - 2014 - Implementing Japanese Lesson Study in Foreign Coun.pdf

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