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.
| Original language | English |
|---|---|
| Pages (from-to) | 65-81 |
| Number of pages | 17 |
| Journal | Professional Development in Education |
| Volume | 46 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2020 |
Keywords
- lesson study
- lesson study for learning community
- Comparative institutional analysis
- professional development
Cite this
}
Typologies of lesson study coordination : a comparative institutional analysis. / Saito, Eisuke; Khong, Thi Diem Hang; Hidayat, Arif; Hendayana, Sumar; Imansyah, Harun.
In: Professional Development in Education, Vol. 46, No. 1, 2020, p. 65-81.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Typologies of lesson study coordination
T2 - a comparative institutional analysis
AU - Saito, Eisuke
AU - Khong, Thi Diem Hang
AU - Hidayat, Arif
AU - Hendayana, Sumar
AU - Imansyah, Harun
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
KW - lesson study
KW - lesson study for learning community
KW - Comparative institutional analysis
KW - professional development
UR - http://www.scopus.com/inward/record.url?scp=85059449129&partnerID=8YFLogxK
U2 - 10.1080/19415257.2018.1561495
DO - 10.1080/19415257.2018.1561495
M3 - Article
AN - SCOPUS:85059449129
VL - 46
SP - 65
EP - 81
JO - Professional Development in Education
JF - Professional Development in Education
SN - 1941-5257
IS - 1
ER -