Taking Stock of Lesson Study as a Platform for Teacher Development in Singapore

Autor/inn/en	Lim, Christina; Lee, Christine; Saito, Eisuke; Haron, Sharifa Syed
Titel	Taking Stock of Lesson Study as a Platform for Teacher Development in Singapore
Quelle	In: Asia-Pacific Journal of Teacher Education, 39 (2011) 4, S.353-365 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2011.614683
Schlagwörter	Foreign Countries; Faculty Development; Teacher Educators; Lesson Plans; School Surveys; Workshops; Teaching Methods; Questionnaires; Teacher Attitudes; Teacher Effectiveness; Program Implementation; Statistical Data; Futures (of Society); Singapore + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lesson planning; Unterrichtsplanung; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Future; Society; Zukunft; Singapur
Abstract	Since its introduction into Singapore schools in 2005, many schools are now implementing Lesson Study in various forms adapted to their culture, needs and priorities. Why are schools interested in Lesson Study? How has Lesson Study provided a platform for professional development of teachers? What aspects of Lesson Study have schools adapted and changed, in light of problems and constraints in the local school context? This paper shares the findings of a survey of schools that have participated in workshops on Lesson Study to find out how these schools have implemented Lesson Study. The findings from the survey could provide teacher educators and school staff developers and leaders deeper insights into the implementation process and the kinds of support that schools and teachers would need in order to make Lesson Study a sustainable process in their schools. (Contains 14 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10