Transforming ‘model lessons’ into everyday practice: the case of a Japanese mathematics teacher
Transforming ‘model lessons’ into everyday practice: the case of a Japanese mathematics teacher
In Japan, ‘model lessons’ are often provided by expert teachers during ‘Lesson study open house’ when expert teachers open their lessons to other teachers. A challenge for observing teachers is how to ‘transform’ such model lessons into their own practice. In this paper, with our focus on the planning phase of lesson study, we analyze four lesson plans. Our analysis suggests that the process of transforming model lessons into everyday practice is rather complex and that during this process teachers critically evaluate their own subject knowledge, pedagogical knowledge, and knowledge about their students in order to create their own lessons.
mathematics, education, lesson study
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kumakura, Hiroyuki
e7b62c78-5b51-4ccb-85a5-f2dc3e94bee2
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
September 2016
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kumakura, Hiroyuki
e7b62c78-5b51-4ccb-85a5-f2dc3e94bee2
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Fujita, Taro, Jones, Keith, Kumakura, Hiroyuki and Kunimune, Susumu
(2016)
Transforming ‘model lessons’ into everyday practice: the case of a Japanese mathematics teacher.
World Association of Lesson Studies International Conference 2016, University of Exeter, Exeter, United Kingdom.
03 - 05 Sep 2016.
2 pp
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In Japan, ‘model lessons’ are often provided by expert teachers during ‘Lesson study open house’ when expert teachers open their lessons to other teachers. A challenge for observing teachers is how to ‘transform’ such model lessons into their own practice. In this paper, with our focus on the planning phase of lesson study, we analyze four lesson plans. Our analysis suggests that the process of transforming model lessons into everyday practice is rather complex and that during this process teachers critically evaluate their own subject knowledge, pedagogical knowledge, and knowledge about their students in order to create their own lessons.
Text
Fujita-etc_model_lessons_WALS_2016
- Other
More information
Published date: September 2016
Venue - Dates:
World Association of Lesson Studies International Conference 2016, University of Exeter, Exeter, United Kingdom, 2016-09-03 - 2016-09-05
Keywords:
mathematics, education, lesson study
Identifiers
Local EPrints ID: 446029
URI: http://eprints.soton.ac.uk/id/eprint/446029
PURE UUID: d5fee41b-bc3c-4c63-ae3b-667d0bd4b189
Catalogue record
Date deposited: 19 Jan 2021 17:32
Last modified: 16 Mar 2024 10:30
Export record
Contributors
Author:
Taro Fujita
Author:
Hiroyuki Kumakura
Author:
Susumu Kunimune
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
