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by Jongsung Kim (Editor), Nariakira Yoshida (Editor), Shotaro Iwata (Editor)
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.
Author Biography
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.
