Typologies of Lesson Study Coordination: A Comparative Institutional Analysis

Autor/inn/en	Saito, Eisuke; Khong, Thi Diem Hang; Hidayat, Arif; Hendayana, Sumar; Imansyah, Harun
Titel	Typologies of Lesson Study Coordination: A Comparative Institutional Analysis
Quelle	In: Professional Development in Education, 46 (2020) 1, S.65-81 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Eisuke) ORCID (Khong, Thi Diem Hang) ORCID (Hidayat, Arif) ORCID (Hendayana, Sumar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1561495
Schlagwörter	Lesson Plans; Coordination; Classification; Faculty Development; Expertise; Instructional Improvement; Educational Change + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Koordination; Classification system; Klassifikation; Klassifikationssystem; Expert appraisal; Unterrichtsqualität; Bildungsreform
Abstract	Lesson study has attracted the attention of teachers and teacher educators over the past two decades, and practices vary from region to region and from school to school. This study, as a conceptual discussion paper, aims to discuss the modes of coordination of lesson study at the school level, based on comparative institutional analysis (CIA). CIA is a framework to investigate the 'rules of the game' that govern given organisations. The conditions of categorisation include three core foci: whether lesson study is essentially more subject oriented or student oriented, whether or not the entire school is involved and whether or not the members are consistent throughout the process. According to these conditions, five modes are generated, namely: subject expert mode (E-mode), subject departmental mode (D-mode), LSLC multiple layer mode (M-mode), LSLC initial concentration mode (C-mode) and LSLC initial participation mode (P-mode). These are based on the differing needs of teachers: E-mode and D-mode refer to the more subject oriented lesson study aimed at instructional improvement; M-mode refers to school reform based on the needs of students observed in the process of lessons; finally, C-mode and P-mode are introductory approaches to M-mode, requiring careful planning and management for scaling up. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01