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Direct linkSeino, Tatsuhiko; Foster, Colin – Journal of Mathematics Teacher Education, 2021
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…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Discussion
Download full textShinno, Yusuke; Yanagimoto, Tomoko – European Journal of Science and Mathematics Education, 2023
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…
Descriptors: Preservice Teachers, Foreign Countries, Teacher Improvement, Teacher Collaboration
Wang, Linfeng; Kimura, Yuu; Yurita, Makito – Asia Pacific Journal of Education, 2022
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…
Descriptors: Teacher Improvement, Teacher Collaboration, Faculty Development, Communities of Practice
