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Lesson Study as ‘Systematic Analysis of Experience’

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Methodologies of Mediation in Professional Learning

Part of the book series: Professional Learning and Development in Schools and Higher Education ((PROD,volume 14))

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Abstract

This chapter presents the theoretical groundings of lesson study as analyzing experience. Lesson Study is a methodology which was developed in Japanese elementary education. Jugyō Kenkyū (lesson study in Japanese) is used to analyze teaching. During lesson study teachers work in small groups, collaborate with one another to discuss learning goals, plan actual classroom “research lessons”, observe their planning in live lessons with students, and report on the results so that other teachers can benefit from it. Lesson study can also be used at district or national level, with the purpose of addressing changes in curricula or courses of study proposed at district or national level as a methodology for the mediation of professional learning. The chapter discusses the theoretical groundings of lesson study, with a focus on studies conducted in teacher education on the uses, processes and outcomes of story as a pedagogy for mediating teacher learning. Concrete examples of mediation tasks through lesson study in teacher education are then presented. The last part presents a synthesis of the major themes identified in the literature on the use of lesson study in teacher education. The synthesis is organized around purposes, processes, outcomes and target audience studied. Like previous chapters, this synthesis is followed by a comprehensive checklist of selected articles, books and handbooks on lesson study organized by decades (from 2000 onwards).

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Selected Books and Articles on Lesson Study by Decades

2000–2010

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  • Isoda, M. (2007). Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement. Hackensack, NJ: World Scientific.

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  • Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123–140.

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  • Cavin, R. (2008, March). Developing technological pedagogical content knowledge in preservice teachers through microteaching lesson study. Society for Information Technology & Teacher Education International Conference, (1), 5214–5220.

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  • West-Olatunji, C., Behar-Horenstein, L., & Rant, J. (2008). Mediated lesson study, collaborative learning, and cultural competence among early childhood educators. Journal of Research in Childhood Education, 23(1), 96–108.

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  • Chassels, C., & Melville, W. (2009). Collaborative, reflective, and iterative Japanese lesson study in an initial teacher education program: Benefits and challenges. Canadian Journal of Education, 32(4), 734–763.

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  • Lewis, C. (2009). What is the nature of knowledge development in lesson study? Educational Action Research, 17(1), 95–110.

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  • Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving mathematics instruction through lesson study: A theoretical model and North American case. Journal of Mathematics Teacher Education, 12(4), 285–304.

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  • Lieberman, J. (2009a). Reinventing teacher professional norms and identities: The role of lesson study and learning communities. Professional Development in Education, 35(1), 83–99.

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  • Lieberman, J. (2009b). Using lesson study to develop an appreciation of and competence in task design. In B. Clark, B. Grevholm, & R. Millmand (Eds.), Task in primary mathematics teacher education: Purpose, use and exemplars, mathematics teacher education (pp. 11–24). New York: Springer Science+ Business Media LLC.

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  • Parks, A. N. (2009). Collaborating about what? An instructor’s look at preservice lesson study. Teacher Education Quarterly, 81–97.

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  • Perry, R. R., & Lewis, C. C. (2009). What is successful adaptation of lesson study in the US? Journal of Educational Change, 10(4), 365–391.

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  • Sims, L., & Walsh, D. (2009). Lesson study with preservice teachers: Lessons from lessons. Teaching and Teacher Education, 25(5), 724–733.

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  • Ganesh, B., & Matteson, S. M. (2010). The benefits of reteaching lessons in preservice methods classes. Action in Teacher Education, 32(4), 52–60.

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  • Groundwater-Smith, S., & Mockler, N. (2010). From lesson study to learning study. In Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 166–178). London/New York: Routledge.

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  • Ono, Y., & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59–74.

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  • Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339–349.

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2011–2015

  • Carrier, S. J. (2011). Implementing and integrating effective teaching strategies including features of lesson study in an elementary science methods course. The Teacher Educator, 46(2), 145–160.

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  • Doig, B., & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77–93.

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  • Dudley, P. (2011). Lesson study development in England: From school networks to national policy. International Journal for Lesson and Learning Studies, 1(1), 85–100.

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  • Gurl, T. (2011). A model for incorporating lesson study into the student teaching placement: What worked and what did not? Educational Studies, 37(5), 523–528.

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  • Hunter, J., & Back, J. (2011). Facilitating sustainable professional development through lesson study. Mathematics Teacher Education and Development, 13(1), 94–114.

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  • Lewis, C. C., Perry, R. R., & Friedkin, S. (2011). Using Japanese curriculum materials to support lesson study outside Japan: Toward coherent curriculum. Educational Studies in Japan: International Yearbook, 6, 5–19.

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  • Lim, C., Lee, C., Saito, E., & Syed Haron, S. (2011). Taking stock of lesson study as a platform for teacher development in Singapore. Asia-Pacific Journal of Teacher Education, 39(4), 353–365.

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  • Walker, E. (2011). How ‘language-aware’ are lesson studies in an East Asian high school context? Language and Education, 25(3), 187–202.

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  • Chong, W. H., & Kong, C. A. (2012). Teacher collaborative learning and teacher self-efficacy: The case of lesson study. The Journal of Experimental Education, 80(3), 263–283.

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  • Fernandez, C., & Yoshida, M. (2012). Lesson study: A Japanese approach to improving mathematics teaching and learning. Mahwah, NJ: Routledge.

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  • Kotelawala, U. (2012). Lesson study in a methods course: Connecting teacher education to the field. The Teacher Educator, 47(1), 67–89.

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  • Dudley, P. (2013). Teacher learning in lesson study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107–121.

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Authors and Affiliations

  1. Faculty of Education, University of Haifa, Haifa, Israel

    Lily Orland-Barak

  2. Gordon College of Education, Haifa, Haifa, Israel

    Ditza Maskit

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  1. Lily Orland-Barak
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  2. Ditza Maskit
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Orland-Barak, L., Maskit, D. (2017). Lesson Study as ‘Systematic Analysis of Experience’. In: Methodologies of Mediation in Professional Learning. Professional Learning and Development in Schools and Higher Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-49906-2_8

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  • DOI: https://doi.org/10.1007/978-3-319-49906-2_8

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-49904-8

  • Online ISBN: 978-3-319-49906-2

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