School-Based Professional Learning: A Comparative Study of Japanese Lesson Study and American Math Labs Professional Development Models

课堂访问的作用被发现是这两种模式的主要组成部分。数学实验室的课堂访问具有探索性和实验性的特点。在场的任何一位教育工作者都可以为这堂课做出贡献，并提出即时的建议。在课堂研究中，参与者的角色更具观察性。在汇报环节中，老师们仔细跟踪了特定的学生，并分享了这些学生的情况。这节课比日常课更真实(因为这是一整节课，也是课程中的一节课)，也更精致(老师们多次开会计划和修改课程)。在这两种模式中，课堂访问都是公开练习的机会。通过课堂访问，老师们超越了谈论实践，而是真正与学生一起授课。课堂参观为教师反思和学习提供了共同的经验。这一共同经验为发展高质量教学的共同愿景奠定了基础。通过课堂访问指导实践可以为教师提供空间：1)从他们的集体专业知识和经验中建立；2)理解和发展他们的实践，以回应学生并在同事的支持下；以及3)有权根据他们作为专业人员的背景和需求来领导和定制专业学习模式。

The role of the classroom visits was found to be a major component of both models. Classroom visits in Math Labs were characterized as being exploratory and experimental. Any educator present could contribute to the lesson and make in-the-moment suggestions. In Lesson Study, participant roles were more observational. Teachers carefully followed particular students and shared about these students during the debriefing session. The lesson was more authentic to daily lessons (in that they were a full class period and a lesson from the curriculum) and more polished (teachers met multiple times to plan and revise the lesson).In both models, the classroom visits were opportunities to make practice public. Through the classroom visits, teachers moved beyond talking about practice to actually enacting lessons with students. The classroom visits provided a common experience for teachers to reflect and learn from. This common experience served as a foundation to develop a shared vision of high-quality teaching. Deprivitazing practice through classroom visits can provide space for teachers to: 1) build from their collective expertise and experiences; 2) understand and develop their practice in response to students and with the support of colleagues, and, 3) be empowered to lead and tailor professional learning models based on their context and needs as professionals.