Learning from Japanese approaches to professional development


Authors: 
Fernandez, C.
Volume: 
53(5)
Pages: 
393-405
Publisher: 
Journal of Teacher Education
Abstract: 

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.

The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education