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。任何在场的教育工作者都可以为这堂课贡献自己的一份力量，并及时提出建议。在课程研究中，参与者的角色更多是观察性的。老师们仔细地跟踪特定的学生，并在汇报环节分享这些学生的情况。该课程比日常课程更真实（因为它们是一个完整的课时和课程中的一节课），也更完善（教师多次会面来计划和修改课程）。在这两种模式中，课堂访问都是将实践公之于众的机会。通过课堂访问，教师们从谈论实践到实际与学生一起制定课程。课堂访问为教师提供了一个共同的经验，供他们反思和学习。这一共同的经历奠定了我们对高质量教学的共同愿景。通过课堂访问进行的去私有化实践可以为教师提供以下空间：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，以回应学生和同事的支持，3)被授权根据他们的背景和专业人士的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.