Typologies of lesson study coordination: a comparative institutional analysis

Eisuke Saito, Thi Diem Hang Khong, Arif Hidayat, Sumar Hendayana, Harun Imansyah

Research output: Contribution to journalArticleResearchpeer-review

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 languageEnglish
Pages (from-to)65-81
Number of pages17
JournalProfessional Development in Education
Volume46
Issue number1
DOIs
Publication statusPublished - 2020

Keywords

  • lesson study
  • lesson study for learning community
  • Comparative institutional analysis
  • professional development

Cite this

Saito, Eisuke ; Khong, Thi Diem Hang ; Hidayat, Arif ; Hendayana, Sumar ; Imansyah, Harun. / Typologies of lesson study coordination : a comparative institutional analysis. In: Professional Development in Education. 2020 ; Vol. 46, No. 1. pp. 65-81.
@article{0899dfcab0994147b9211b9560b7f444,
title = "Typologies of lesson study coordination: a comparative institutional analysis",
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.",
keywords = "lesson study, lesson study for learning community, Comparative institutional analysis, professional development",
author = "Eisuke Saito and Khong, {Thi Diem Hang} and Arif Hidayat and Sumar Hendayana and Harun Imansyah",
year = "2020",
doi = "10.1080/19415257.2018.1561495",
language = "English",
volume = "46",
pages = "65--81",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Taylor & Francis",
number = "1",

}

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 journalArticleResearchpeer-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 -