Theory and practice of Chinese lesson study and its adaption in other countries
This ebook addresses two major themes: (1) Theorizing CLS and (2) Adapting CLS in other countries, which are elaborated below. Theorizing Chinese Lesson Study (CLS): Five of the eight articles contribute to theorizing CLS from multiple perspectives. From the cultural perspective, it explains the legitimacy of the core characteristics of CLS (e.g., public lesson, repeated teaching, learning from examples and learning from collective inquiry). From the perspective of community of practice, the hierarchical promotion system and teaching research system provide the major sustainable mechanisms for teacher participation in CLS. From the educational leadership perspective, teaching research specialists and subject leaders who have grown through the promotion system serve as knowledgeable others to facilitate CLS system wide. Finally, a promising way of developing lesson study by combining CLS and Learning study has been suggested.
Adapting Chinese Lesson Study (CLS): Three articles in this ebook investigate how CLS could be adapted in different countries by appropriately dealing with cultural transposition and adapting specific tools needed. The studies show some alternative ways for addressing cultural conflicts, lack of leadership and knowledgeable others when adapting CLS in other educational systems.
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