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ERIC Number: EJ883522
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0380-2361
Collaborative, Reflective, and Iterative Japanese Lesson Study in an Initial Teacher Education Program: Benefits and Challenges
Chassels, Caroline; Melville, Wayne
Canadian Journal of Education, v32 n4 p734-763 2009
To investigate benefits and challenges to engage teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development process, we analyzed reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaged 20 practicum associate teachers in a group discussion, and considered the reflective notes of the course instructor (first author). Findings suggest that Japanese lesson study provides opportunities for teacher candidates to build professional learning communities, to deepen understanding of curriculum and pedagogy, and to develop habits of critical observation, analysis, and reflection. Although benefits of lesson study are numerous and significant, our research identified implementation challenges related to time, practicum placements, and the professional development of associate teachers.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada