Learning from Japanese approaches to professional development - The case of lesson study
Learning from Japanese approaches to professional development - The case of lesson study
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DOI：
10.1177/002248702237394
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发表时间：
2002-11-01
影响因子：
3.9
通讯作者：
Fernandez, C
中科院分区：
文献类型：
--
作者：
Fernandez, C
本文首先介绍了日本的课程研究的专业发展实践及其在日本教育体系中的衔接。接下来，从实证研究中获得的见解，探讨了在美国设置的课程研究的可行性进行了讨论。更具体地说，课程研究实践的挑战是突出的，特别注意到美国教师在试图通过的研究重点，这是固有的课程研究所面临的困难。文章最后反思了对课程研究的研究可以教会我们如何努力改进教学，就像课程研究一样，让教师检查自己或他人的实践。
This article first describes the Japanese professional development practice of lesson study and its articulation within the Japanese educational system. Next, insights gained from an empirical study that explored the feasibility of lesson study in a U.S. setting are discussed. More specifically, challenges to lesson study practice are highlighted, with particular attention paid to the difficulties faced by American teachers in trying to adopt the research focus that is inherent in lesson study. The article concludes with reflections about what the study of lesson study can teach us about efforts to improve teaching, which, like lesson study, center on having teachers examine their practice or that of others.