Incorporating ‘Lesson Study’ in Teacher Preparation
Incorporating ‘Lesson Study’ in Teacher Preparation
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将“课程研究”纳入教师准备
DOI：
10.1080/00131720608984570
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
A. Honigsfeld
中科院分区：
文献类型：
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作者：
Audrey Cohan;A. Honigsfeld
摘要本文介绍了两位教师教育工作者将日本的课程研究法（jugyoun kenkyuu）纳入教师培养计划的实践。为了确定在本科和研究生教育课程中使用这种方法的有效性，作者在17名本科生和51名研究生中进行了研究。本研究结果显示，无论是在本科生或研究生的背景下，课程研究法都是一种有效的课程规划、课程展示和评估工具。
Abstract This paper describes two teacher educators' practice of incorporating jugyoun kenkyuu — the Japanese lesson study approach — in teacher preparation programs. To ascertain the effectiveness of using this approach in undergraduate and graduate education programs, the authors conducted a research study among 17 undergraduate students and 51 graduate students. The results of this study showed that the lesson study approach is an effective tool for lesson planning, lesson presentation, and evaluation in both undergraduate and graduate contexts.