Purpose: This study examines the relationship between teacher leadership and learning in lesson study (LS). Design/methodology/approach: A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city. Findings: First, in the sample, leadership…

This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher's distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis…

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the "Research Lesson" and "Post-lesson Discussion" are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the…

In this study, we aim to explore the conditions and constraints of implementing a lesson study-based professional development (LSPD) program for Japanese pre-service primary teachers. Based on the anthropological theory of the didactic--a well-established theoretical framework in mathematics education research--it offers three dimensions…

This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme's structure and its school-university collaborative inquiry…