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Lesson study: an exploration of its translation beyond Japan
International Journal for Lesson and Learning Studies ( IF 0.810 ) Pub Date : 2018-07-09 , DOI: 10.1108/ijlls-04-2018-0020
Sarah Seleznyov

The purpose of this paper is to explore the popularity of Japanese lesson study (JLS) beyond Japan and the challenges this translation might pose. It notes that there is not a universally accepted definition of lesson study (LS) and seeks to identify the “critical components” of JLS through a review of the literature. It then uses a systematic literature review of recent studies of the implementation of LS with in-service teachers beyond Japan to analyse the models of LS used against these seven critical components in order to explore the degree of fidelity to the Japanese model.,A broad review of the literature on JLS available in the English language identifies seven “critical components”. A systematic literature review of 200 recent English language studies of the implementation of LS with in-service teachers beyond Japan is then carried out. Articles published between 2005 and 2015 are explored, including peer reviewed articles, scientific journals, book chapters and PhD dissertations. This systematic review enables an analysis of the models of LS used in studies from beyond Japan against the “seven critical components” of JLS.,The analysis shows that there is not an internationally shared understanding of Japanese lesson study (JLS) and that many of the missing components are those which distinguish LS as a research process, not simply a collaborative professional development approach. It also reveals that UK LS models seem particularly far from the Japanese model in those critical components which connect teachers’ knowledge and understanding within groups, to knowledge and understanding that exists beyond it. The study discusses whether these differences could be attributed to structural or cultural differences between Japan and other nations.,The search for descriptions of the JLS is limited to articles available in the English language, which, therefore, represent a quite limited body of authority on the “critical components” of LS. The systematic review is similarly limited to English language articles, and there is a clear bias towards the USA, with the Far East and the UK making up the majority of the remaining studies. The study suggests that future research on LS beyond Japan should consider teachers’ attitudes towards the research elements of the process as well as their skills and confidence in carrying out research into practice.,The study strikes a note of caution for schools wishing to implement JLS as an approach to teacher professional development in the UK and beyond. Japan’s systemic approach has embedded LS experience and expertise into the education system, meaning a uniform approach to LS is much more likely. In addition, other systemic challenges may arise, for example, UK professional development time and resources is not designed with JLS in mind and may therefore require a significant reworking.,Whilst several systematic reviews of LS have explored its growth, geographical spread, impact and key features, this study provides a different perspective. It analyses whether and to what degree the “lesson study” models these studies describe align with the literature on JLS, and the implications of this for researchers and practitioners.

中文翻译:

课程研究:日本以外的翻译探索

本文的目的是探讨日语课程学习 (JLS) 在日本以外的流行程度以及这种翻译可能带来的挑战。它指出,没有普遍接受的课程学习 (LS) 定义,并试图通过文献回顾来确定 JLS 的“关键组成部分”。然后,它使用对日本以外在职教师实施 LS 的近期研究的系统文献回顾,分析了针对这七个关键组成部分使用的 LS 模型,以探索对日本模型的忠实程度。对英文版 JLS 文献的回顾确定了七个“关键组成部分”。然后对日本以外的在职教师实施 LS 的 200 项最近的英语语言研究进行了系统的文献回顾。探索 2005 年至 2015 年间发表的文章,包括同行评审文章、科学期刊、书籍章节和博士论文。这篇系统综述能够针对日本以外的研究中使用的 LS 模型与 JLS 的“七个关键组成部分”进行分析。分析表明,国际上对日语课程学习 (JLS) 没有统一的理解,许多缺少的部分是将 LS 区分为研究过程的部分,而不仅仅是协作式专业发展方法。它还表明,在将教师的知识和群体内的理解与存在于其之外的知识和理解联系起来的关键组成部分中,英国 LS 模型似乎与日本模型特别相去甚远。该研究讨论了这些差异是否可归因于日本与其他国家之间的结构或文化差异。,JLS 描述的搜索仅限于可用的英语文章,因此,这些文章代表了相当有限的权威机构LS 的“关键组件”。系统评价同样仅限于英语文章,并且明显偏向于美国,其中远东和英国占剩余研究的大部分。该研究表明,未来对日本以外的 LS 的研究应考虑教师对过程中研究元素的态度,以及他们将研究付诸实践的技能和信心。该研究为希望在英国及其他地区实施 JLS 作为教师专业发展方法的学校提出了警告。日本的系统方法已将 LS 的经验和专业知识嵌入到教育系统中,这意味着更有可能采用统一的 LS 方法。此外,可能会出现其他系统性挑战,例如,英国专业发展时间和资源在设计时并未考虑到 JLS,因此可能需要进行大量修改。虽然对 LS 的几项系统审查已经探讨了其增长、地理分布、影响和关键特征,这项研究提供了一个不同的视角。它分析了这些研究描述的“课程研究”模型是否以及在多大程度上与 JLS 的文献一致,以及这对研究人员和从业者的影响。
更新日期:2018-07-09
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