Seleznyov, SR;
(2016)
Improvement through lesson study.
Professional Development Today
, 18
(4)
pp. 6-14.
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Abstract
Lesson study is a collaborative approach to professional development that originated in Japan. Since 1999, when Stigler and Hiebert first wrote about lesson study as a model for improvement of classroom practice in the US, lesson study has enjoyed an enduring fascination for teachers. This article explores the degree of fidelity with which the Japanese model of lesson study can be implemented in an English context and proposes a series of rational and pragmatic adaptations, based on the realities of school leadership in England.
| Type: | Article |
|---|---|
| Title: | Improvement through lesson study |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://library.teachingtimes.com/articles/improve... |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | lesson study, professional development, teachers, Japan |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10027713 |
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Loading...Loading...| 1. |  United Kingdom | 43 |
| 2. |  United States | 9 |
| 3. |  China | 4 |
| 4. |  India | 2 |
| 5. |  Portugal | 2 |
| 6. |  Ethiopia | 1 |
| 7. |  Japan | 1 |
| 8. |  Russian Federation | 1 |
| 9. |  Kazakhstan | 1 |
| 10. |  Timor-Leste | 1 |
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