Challenges and Progress of Lesson Study in America ： Focus on James Stigler's Research Group

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Bibliographic Information

Other Title
  • アメリカにおける授業研究の動向と挑戦(1) ： スティグラー・グループの研究課題と成果の分析

Description

This paper examines current trends and challenges of Jugyou Kenkyuu (Lesson Study) in the United States. The objective is to examine what "American teachers" can learn from Japanese approach to improving teaching and enhancing learning, especially lesson study as a collaborative research on classroom activities. The intention is to clarify whac we -as Japanese teachers and scholars- can learn from American view of lesson study. James Stigler & James Hiebert, Catherine Lewis, Makoto Yoshida & Clea Fernandez are a large group of the education scholars in the United States who have already tried to transfer Japanese approach of teachers professional development and improving teaching to the United States since 1980s-1990s. According to the research groups, lesson study piqued widespread interest in the late 1990s with the publication of J.Stigler & J.Hiebert' s The Teaching Gap, which discussed the findings from the Third International Mathematics and Sciences Study (TIMSS) Video Comparison Study in an anecdotal, narrative manner. Although lesson study did not directly come out of TIMSS, the authors introduced and popularized lesson study within its argumentative framework. Recently a large number of American researchers and educators have suggested that Japanese model of lesson study might be an incredibly beneficial approach to examine practice for teachers in the United States. From this study, it can be seen that the examination of Japanese model of improving teaching and in-service teacher training, especially lesson study offers a real possi bility for other countries teachers and school leaders to learn from their Japanese colleagues. In addition, Japanese teachers and researchers find an opportunity to learn from their colleagues in the United States and reflect on their view of professional development approach and teaching skills.

Journal

  • 中等教育研究センター紀要

    中等教育研究センター紀要 5-6 51-68, 2006-03-30

    名古屋大学大学院教育発達科学研究科附属中等教育研究センター

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