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ERIC Number: EJ960950
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1442-3901
Japanese Lesson Study: Teacher Professional Development through Communities of Inquiry
Doig, Brian; Groves, Susie
Mathematics Teacher Education and Development, v13 n1 p77-93 2011
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. (Contains 5 figures.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Asia; Japan