Teacher Professional Learning Through Lesson Study In Virtual And Hybrid Environments
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Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments
Offering a rich, critical investigation of how technology can be used to strengthen and promote lesson study in both virtual and hybrid environments, this edited book presents insights into the numerous challenges as well as opportunities for supporting teachers’ and teacher educators’ professional learning in such a novel setting. Providing an international perspective, research in this book highlights on the one hand the necessity of exploring how the known theoretical perspectives and methodological approaches for researching on lesson study and effective characteristics of conducting lesson study can be adapted to the new environments. On the other hand, further analysis reveals the benefits of using various advanced technologies in lesson study, the new practice of professional development of teachers and teacher educators, and also documents related issues of conducting lesson study in such complex contexts. The chapters focus on online cross-cultural lesson study; the key aspects of conducting online lesson study and the effectiveness of it. Features of facilitation and the development of facilitators for online lesson study are explored, alongside the ways in which online lesson study can help address various problems of practice such as implementing equitable teaching, facilitating student interaction in virtual environments, and migration to remote teaching in STEM. This resourceful text provides needed support to both researchers and practitioners, from primary to higher education, with special attention to both teacher and student learning.
Implementing a 21st Century Competency-Based Curriculum Through Lesson Study
Drawing from a comprehensive collection of university-funded teaching development projects, this edited volume explores the theories and practices behind developing pedagogies through Lesson Study for a 21st-century curriculum. It encompasses various aspects such as lesson observation, assessment literacy, online teaching pedagogy, values education, STEM education, language education, and mathematics education. The chapters investigate the application of Lesson Study in diverse contexts, highlighting its use in ICT-based teaching and learning environments, the development and refinement of e-pedagogies, as well as the integration of AI in education. Through these cases, the content demonstrates how Lesson Study empowers teachers to craft pedagogies that enhance student learning, while emphasizing its pivotal role as an innovative approach to address the evolving landscape of education in this digital era. Implementing a 21st Century Competency-Based Curriculum Through Lesson Study is the first to address the academic discussion of using Lesson Study to develop pedagogies for effective curriculum implementation to tackle the impact of Industry 4.0 on school education. It offers valuable insights, reflections, and practical guidance to policy makers, school leaders, teacher educators, and teachers who are dedicated to enhancing student learning and nurturing the essential skills required for success in the 21st century.
Culture Matters to Mathematics Teaching and Learning
This book, compiled in honor of Chair Professor Frederick K. S. Leung, contributes to revisiting, renewing and enriching the knowledge of cultural matters to mathematics education, widening the horizon in the use of cultural perspectives to explain the characteristics of classroom teaching and learning in East Asia, and to explain/re-interpret the differences in teacher knowledge and beliefs between East Asian and Western countries. Multiple research methods are used to explore how different cultures influence mathematics education. In particular, the book discusses the comparative studies of mathematics education, the influence of different cultures on mathematics teaching and learning, and the use of the Confucian Heritage Culture to explain the phenomenon of superior mathematics achievement of East Asian students. The research methods include qualitative approaches, quantitative approaches (such as structured equation modelling, exploratory factor analysis and confirmation factoranalysis), case studies and a meta-analysis of the literature review. This book is dedicated to Chair Professor Frederick K. S. Leung’s (Hans Freudenthal Medallist 2013 and President of ICMI 2021-2024), one of the pioneers in investigating the cultural differences in mathematics education and establishing a framework for the relationship between cultures and mathematics educations. This book acknowledges his many contributions to the field and showcases promising research advancements that sparked directly or indirectly from his intellectual contributions to different mathematics educators globally.