Eisuke Saito

Indonesian lesson study in practice: case study of Indonesian mathematics and science teacher education project

This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in‐service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two‐fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.

Key issues of lesson study in Japan and the United States: a literature review

In recent research, it has been argued that effective professional learning would continue over the long term and is best suited for a school community that promotes learning. This requires an examination of the teachers on a daily basis. In order to develop such a community, it becomes increasingly important for teachers to mutually observe and jointly reflect on practices at the classroom level. Educators in the United States have begun paying close attention to the Japanese tradition of lesson study. This paper aims to discuss the chief findings and issues that have hitherto been raised with respect to research on lesson study and to clarify current progress and limitations in the research in the United States and Japan.

Taking stock of Lesson Study as a platform for teacher development in Singapore

Since its introduction into Singapore schools in 2005, many schools are now implementing Lesson Study in various forms adapted to their culture, needs and priorities. Why are schools interested in Lesson Study? How has Lesson Study provided a platform for professional development of teachers? What aspects of Lesson Study have schools adapted and changed, in light of problems and constraints in the local school context? This paper shares the findings of a survey of schools that have participated in workshops on Lesson Study to find out how these schools have implemented Lesson Study. The findings from the survey could provide teacher educators and school staff developers and leaders deeper insights into the implementation process and the kinds of support that schools and teachers would need in order to make Lesson Study a sustainable process in their schools.

Development of school-based in-service training under the Indonesian Mathematics and Science Teacher Education Project®

This article aims to investigate how to involve the entire school in in-service training (INSET) by means of a case study. It examines the cases in the Indonesian Mathematics and Science Teacher Education Project (IMSTEP). The results suggest that great emphasis be placed on various factors in order to develop INSET in the Indonesian context, particularly as a school-based training programme. First, the function of key persons is important. They are capable of initiating informal, yet genuine, sharing of experiences with their colleagues. Thus, the principal’s commitment is essential. Depending on the principal’s support and facilitation, the informal sharing of experiences can develop into a movement of professional development for teachers throughout the entire school. Furthermore, the collegial interests are also important. In the lesson study implemented under INSET, it is necessary for participants to cultivate the attitudes of mutual learning.

Challenges confronting teachers of English language learners

The number of English language learners and limited English proficient students has grown exponentially in the United States over the past decades. Given the huge cultural and linguistic diversity among them, educating this population of students remains a challenge for teachers. This paper aims to review the types of challenges that educators face when teaching limited English proficient students in the US context. Findings from existing literature show the obstacles teachers confront are social, institutional, and personal in nature. Although some research has emphasised stronger teacher education programmes as a solution to problems related to the teaching and learning of these students, these programmes are insufficient for teachers to overcome all of the challenges they face. Concerted efforts by educators, local and central administrators, academics, local communities, and lawmakers are necessary.

Lesson study as an instrument for school reform: A case of Japanese practices

This article describes the case of a Japanese junior high school that experienced a turn-around in three years from one of the worst schools to one of the best by utilizing lesson study for learning community (LSLC) as a managerial tool. It will focus on how the principal: (i) established a vision of reform, (ii) organized LSLC to involve the entire school and (iii) overcame problems in the process of implementing school reform based on LSLC. The principal placed top priority on making learning more collaborative and on including not only cognitive but also social and ethical aspects. He subsequently implemented LSLC beyond subject boundaries with special attention to joint observation of and reflection on lessons. Further, the principal interacted with the teachers individually and developed both collegiality among the teachers and the capacities of middle-level leaders.

Lesson study for learning community (LSLC): conceptualising teachers’ practices within a social justice perspective

Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas.

Strategies to promote lesson study in developing countries

Purpose – The purpose of this paper is to discuss the developmental stages of lesson study for learning community (LSLC) and to clarify the measures necessary for promoting the progress of LSLC, targeting consultants working on educational development projects for developing countries.Design/methodology/approach – The paper is organised as a conceptual paper. First, LSLC is positioned in the context of literature on school reform, then an explanation of the LSLC framework and the LSLC developmental stages is offered.Findings – LSLC is a systemic school reform activity based on lesson study. However, unlike lesson study models in international literature, the entire school is involved from the very beginning and observation and joint reflection are focused upon across subject boundaries. There are five stages in LSLC development, from confusion at the initial stage to sustainment.Practical implications – Using LSLC, teachers learn how to respond to children and how to enhance the quality of students’ learn...

Lesson study for learning community : a guide to sustainable school reform

Foreword by Christine Lee, President of World Association of Lesson Studies Introduction by Manabu Sato 1. What is Lesson Study for Learning Community (LSLC)? 2. What Kind of School Can Be Created by Reform under LSLC? 3. How to Create Time 4. How to Build the Team 5. How to Promote Reform 6. How to Reform Daily Lessons 7. How to Conduct a Research Lesson 8. How to Discuss Observed Lessons 9. How to Sustain School Reform based on LSLC

When a Practitioner Becomes a University Faculty Member: A Review of Literature on the Challenges Faced by Novice Ex-Practitioner Teacher Educators.

It is challenging for ex-practitioners beginning to teach in higher education settings due to their long experience in other fields. In this paper, as an example of a nexus of practitioners and academics, the focus is the issues of novice teacher educators at the beginning of their careers and support programmes for them. Three factors were identified as causing the most distress: difficulty in changing their identities, adjusting to the new work environment and fear of research. These problems align with the cognitive, social and ethical aspects of learning. To overcome these problems, various potential platforms exist, such as traditional mentoring, peer mentoring, joint reflection or self-study. With support programmes, regardless of platform, novice teacher educators’ struggles can be opportunities to learn more about the three aspects of their new jobs.