Lesson Study-based Teacher Education
The Potential of the Japanese Approach in Global Settings
The philosophy of Lesson Study in Japan—teacher ownership, teacher professionalism, student learning-focused dialogue, teacher collaboration, and teacher professional community—has attracted educators and researchers worldwide. However, Lesson Study does not have the same meaning as its original Japanese expression Jugyou Kenkyuu, a combination of two Japanese words—Jugyou meaning instruction or lesson(s) and Kenkyuu meaning study or research. To bridge the gap between Jugyou Kenkyuu and Lesson Study and therefore maximize the potential of Lesson Study in the world, this edited volume provides two "mirrors" for those who wish to reflect on and implement Lesson Study within their own contexts. One section discusses how Lesson Study is utilized in Japanese teacher education and how this system reproduces the very culture of Lesson Study. The other section addresses case studies showcasing Lesson Study implementation in several countries such as the United States, Germany, Norway, Peru, and Uganda and discusses the opportunities and challenges that arise when Lesson Study-based teacher education expands beyond Japan to the rest of the world. This book will appeal to anyone interested in learning about Lesson Study.
Table of Contents
1. Introduction: The Potentials of Lesson Study-based Teacher Education (Hiromi Kawaguchi and Shotaro Iwata) Part I: Lesson study in Japan and the world 2. Through Foreign Eyes: A Critical Understanding of Lesson Study-based Teacher Education in Japan (Jongsung Kim) 3. The Landscape of Lesson Study: A Methodology for Teachers’ Professional Development and Educational Research (Nariakira Yoshida, Mitsuru Matsuda, and Yuichi Miyamoto) Part II: The Scenery of Lesson Study-based Teacher Education in Japan 4. All Routes Lead to Lesson Study: Lesson Study in a Subject Method Class (Hiromi Kawaguchi and Takumi Watanabe) 5. Lesson Study in Teaching Practicum (Shigeo Mase) 6. Lesson Study as an Effective Tool to Change Teachers’ Views (Shotaro Iwata and Aiko Hamamoto) 7. Beyond Individual School: Off-side Lesson Study (Miori Miyoshi and Mariko Komatsu) Part III: The Potentials and Challenges of Lesson Study-based Teacher Education Globally 8. Lesson Study in the United States: Possibilities and Challenges through a Case Study in Social Studies Education (Lauren McArthur Harris, Anne-Lise Halvorsen, Linda Doornbos, and Matthew T. Missias) 9. Lesson Study as Practitioner Research to Improve Practice in Teacher Education: A Norwegian perspective (Kari Smith) 10. Lesson Study in German-Speaking Countries between Classroom Research and Teacher Education (Maria Hallitzky, Christian Herfter, Emi Kinoshita, Johanna Leicht, Mamadou Mbaye, and Karla Spendrin) 11. Lesson Study as a Component of International Cooperation in Education: Implementation Examples from Peru and Uganda (Kazuhiko Saito and Tomoya Shiraishi) Part IV: For a Better Lesson Study-based Teacher Education 12. Lesson Study with Multiple Stakeholders: Community-based Lesson Study (Nariakira Yoshida, Hirotaka Sugita, Shota Kumai, and Atsushi Fukuda) 13. Lesson Study as Democratic Professional Development: Creating a Lesson-Mediated Public Sphere in the Teacher Education Field (Jongsung Kim)
Jongsung Kim is Associate Professor of Social Studies Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Nariakira Yoshida is Associate Professor of Educational Studies at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Shotaro Iwata is Associate Professor of Health and Physical Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
Hiromi Kawaguchi is Associate Professor of Social Studies Education at Graduate School of Humanities and Social Sciences, Hiroshima University, Japan.
"The volume should be considered as an important resource in LS research. The book is one of a kind as it focuses on LS implementation in a teacher education setting. The editors should be lauded for providing such a cogent and well-supported argument for best LS implementation. It covers the development of LS beyond its original context, Japan, both conceptually and empirically and provides a grounding and a guide to LS practitioners and researchers in many aspects." - Fikri Yandaa & Saifi Aini, Educational Action Research