2024-03-28T23:35:25Z
https://nagoya.repo.nii.ac.jp/oai
oai:nagoya.repo.nii.ac.jp:00023987
2023-02-10T05:51:42Z
323:350:1973:1984
Challenges and Progress of Lesson Study in America : Focus on James Stigler's Research Group
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
的場, 正美
71203
サルカール, アラニ モハメッド レザ
71204
花崎, 恵理
71205
伊藤, 久仁香
71206
白山, 真澄
71207
可児, 美佐子
71208
Matoba, Masami
71209
Sarkar, Arani Mohammad Reza
71210
Hanasaki, Eri
71211
Ito, Kunika
71212
Shiroyama, Masumi
71213
Kani, Misako
71214
2006-03-30
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.
departmental bulletin paper
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
2006-03-30
中等教育研究センター紀要
5-6
51
68
http://hdl.handle.net/2237/26199
1881-0411
jpn