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Exploring the Professional Learning Values Inherent in Japan’s Lesson Study

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Values in Science Education

Abstract

Japan’s Lesson Study is historically embedded and ingrained in Japanese teachers’ professional culture. This is evident in their practice, reflecting that teaching is a cultural activity. In this chapter, the findings suggest that Japanese science teachers deeply consider scientific and educational values, and will, before lessons, reflect upon their individual values as science teachers, from the perspectives of students’ learning. Therefore, consideration of values is key to teachers’ role in both Lesson Study and regular lessons in Japan.

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Author information

Authors and Affiliations

  1. Hiroshima University, Higashi-Hiroshima, Japan

    Tetsuo Isozaki

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  1. Tetsuo Isozaki
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Correspondence to Tetsuo Isozaki .

Editor information

Editors and Affiliations

  1. Monash University, Clayton, VIC, Australia

    Deborah Corrigan

  2. University of Waikato, Hamilton, New Zealand

    Cathy Buntting

  3. Monash University, Clayton, VIC, Australia

    Angela Fitzgerald

  4. University of Waikato, Hamilton, New Zealand

    Alister Jones

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Isozaki, T. (2020). Exploring the Professional Learning Values Inherent in Japan’s Lesson Study. In: Corrigan, D., Buntting, C., Fitzgerald, A., Jones, A. (eds) Values in Science Education. Springer, Cham. https://doi.org/10.1007/978-3-030-42172-4_9

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  • DOI: https://doi.org/10.1007/978-3-030-42172-4_9

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-42171-7

  • Online ISBN: 978-3-030-42172-4

  • eBook Packages: EducationEducation (R0)

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