School as Learning Community (SLC), or Lesson Study for Learning Community (LSLC) represents an approach to lesson study that emerged in Japan in the 1990s and which has been studied intensively by educators and researchers worldwide to establish democratic learning communities for teachers and students in schools. The model, which involves all teachers in a school observing and sharing a lesson together, creates a listening pedagogy to embrace and develop diversity of learning in each teacher and student – a practice that is as yet, not commonly researched in Asian countries outside of Japan. The book’s theoretical foundation reviews existing literature on SLC and LSLC in the Japanese contexts of educational theories and practices. The chapters discuss patterns of learning practices and the challenges of conducting LSLC in Japan, Taiwan, Korea, Indonesia, and Vietnam. Recommendations for research and practice involving SLC/LSLC are also provided in the book with a key focus on the impact of lesson study on school reform policies.
Notes on contributors
List of tables and figures
Part I Theory of SLC
Chapter 1 Spread and Progress of School as Learning Community in Asia (Manabu Sato)
Chapter 2 History and Theory of School as Learning Community (Masatsugu Murase)
Part II Practice of SLC
Chapter 3 School-Wide Lesson Study Across Subject Areas: Creating School-Based Professional Learning Communities in Japanese Secondary Schools (Yoshiko Kitada)
Chapter 4 School Reform Practices through Building Learning Community in Korea: Toward Restructuring the Image of Learning (Jiwon Shin and Woo-jung Son)
Chapter 5 Late Start and Rapid Spread: The Challenge of School as Learning Community in Taiwan (Yulun Huang)
Chapter 6 Harbinger of Lesson Study for Learning Community in Indonesia (Tatang Suratno, Ibrohim, Ridwan Joharmawan, Husnul Chotimah and Naomi Takasawa)
Chapter 7 What Makes a Teacher ‘Act’: Changing the Micro-politics of Classroom Observation through Lesson Study in Vietnam (Atsushi Tsukui)
In Asia, schooling, teaching and learning are undergoing major changes as a consequence of wider economic, social, cultural and political movements. The success of some Asian countries in international education benchmarks has redirected attention to the region. This is counterbalanced by other countries that are struggling to educate their citizens in the midst of political instability, ideological and religious tensions, poverty and natural disasters. In spite of such broad differences across countries in Asia, pioneering and innovative research is being conducted that is of increasing interest to researchers, practitioners, policymakers, and governments worldwide.
The Routledge Critical Studies in Asian Education book series will examine key theoretical and empirical research on the changing institutional and cultural contexts of Asian education. The series aims to establish a strong platform for the critical discussion of educational practices and pedagogies in Asia, and is open to Asian and international researchers with a focus on the region. Interdisciplinary research is welcomed, including education, social sciences, psychology, organisational studies, economics, history, political science, cultural studies, and language and literacy.