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Japanese lesson study : teacher professional development through communities of inquiry

Doig, Brian and Groves, Susie 2011, Japanese lesson study : teacher professional development through communities of inquiry, Mathematics teacher education and development, vol. 13, no. 1, pp. 77-93.

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Title Japanese lesson study : teacher professional development through communities of inquiry
Author(s) Doig, Brian
Groves, Susie
Journal name Mathematics teacher education and development
Volume number 13
Issue number 1
Start page 77
End page 93
Total pages 17
Publisher MERGA
Place of publication Adelaide, S. Aust.
Publication date 2011
ISSN 1442-3901
Keyword(s) Japanese lesson study
communities of inquiry
professional development
teachers
Summary Japanese Lesson Study has come under increasing attention from educators in the West and throughout South-East Asia since it was revealed outside Japan through the release of the TIMSS Video Study. In this paper we argue that Japanese Lesson Study provides a model for large scale, sustainable professional development. In particular, we draw on our own experience of Japanese Lesson Study and the research literature to describe its characteristic features and examine some of the cultural assumptions that underpin its implementation.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, MERGA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043312

Document type: Journal Article
Collections: School of Education
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