The phenomenal spread of Japanese lesson study (LS) beyond Japan is indicative of the perception that the seemingly obvious routines of LS are transferable into foreign contexts. It is, however, to be expected, that various aspects of LS would be adapted to suit the culture of the adopting context. The diverse ways in which LS is adapted across different contexts provides the opportunity for researchers to unpack what needs to be done to better adapt, implement and sustain LS to support teacher development across non-Japanese contexts. This paper is based on the findings from a nation-wide research project undertaken to explore the adaptations made to LS in Singapore schools. Surveys and case studies provided data to examine LS structure and implementation processes in Singapore schools and to investigate school leaders’ and teachers’ experiences and understandings of LS processes. In teasing out the subtle differences among the Singaporean adaptations and Japanese LS, we gleaned a deeper understanding of the cultural and contextual factors that elucidate key features of LS that are pertinent in creating the necessary conditions for effective teacher learning.

中文翻译：

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失去适应能力？在非日语环境中适应日语课程学习的问题

日本课程学习（LS）在日本以外的广泛传播表明，人们认为LS的看似显而易见的例程可以转移到国外环境中。但是，可以预料的是，LS的各个方面都将进行调整以适应采用环境的文化。跨语言环境适应语言的多种方式为研究人员提供了机会，使他们可以做些什么，以更好地适应，实施和维持语言环境，以支持跨非日语环境的教师发展。本文基于一项全国性研究项目的发现，该项目旨在探索新加坡学校对LS进行的改编。调查和案例研究提供了数据，以检查新加坡学校的LS结构和实施过程，并调查学校领导和老师对LS过程的经验和理解。为了弄清新加坡改编版与日本语LS之间的细微差异，我们对文化和语境因素有了更深入的了解，这些因素阐明了LS的关键特征，这些特征为有效的教师学习创造了必要的条件。