The Conflict and Intervention inEducational Development Project : Lesson Study Analysis Using Activity System in Palestine Refugee Schools

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  • 教育開発プロジェクトにおける葛藤と介入 : パレスチナ難民の学校における授業研究の活動システム分析より
  • キョウイク カイハツ プロジェクト ニ オケル カットウ ト カイニュウ : パレスチナ ナンミン ノ ガッコウ ニ オケル ジュギョウ ケンキュウ ノ カツドウ システム ブンセキ ヨリ

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This study investigated how to support teachers who tried to conduct "Lesson Study" in the field of international educational development. In the process of lesson study, teachers encountered conflicts and tried to solve them. The authors apply Activity Theory as a framework of interpretation on school based professional development in order to intervene in the process of lesson study. A case study was conducted at Palestinian refugee basic schools in Syria. Research methods were interviews and participant observation. The authors identified two conflicts, which were "conflict on the power relationship among teachers and school supervisors" and "conflict on changing learning attitude from passive to active". The respective conflicts come under "Subject-Rules" and "Subject-Division of labor". To solve these conflicts, the authors intervene (A) to demonstrate a role model how to behave in Lesson Study against the former conflict, and (B) to instruct active members as facilitators in Lesson Study against the latter conflict. These interventions helped dissolve conflicts and advance lesson study.

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