Lost in adaptation? Issues of adapting Japanese lesson study in non-Japanese contexts

Abstract

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.

Appendix

Some Questions in the Principal Survey

Are you implementing Lesson Study in your school? Do you plan to continue implementing LS in 2014 and beyond? When do you intend to implement LS in your school? What were the hindrances for not implementing LS before? What has prompted you to implement LS in your school now? What objectives do you intend to achieve through the implementation of LS? (Rank according to your priority, 1 being the highest and 8 being the lowest)  To deliberate on school mission and goals  To enhance teachers’ pedagogical content knowledge  To enhance teachers’ subject matter knowledge  To focus on student learning and outcome  To help teachers in designing curriculum  To help teachers to grow professionally  To increase collegiality among teachers  To support school-based curriculum innovation What percentage (approximately) of teachers are involved in LS? What is the scope/extent of LS in this school? What is your perception of the extent to which LS has helped your teachers? What support do you provide to your teachers in conducting LS in your school? What are the challenges you face in implementing LS in your school?

Some Questions in the Teacher Survey

Please indicate the extent to which you agree or disagree with each of the following statements about lesson study: Lesson Study…  Was a productive use of my time  Is essential to my “being” as a teacher  Enabled me to examine the curriculum more carefully  Has helped me connect my daily classroom practices to long-term goals  Contributed to my own knowledge in the subject  Contributed to my own knowledge about teaching the subject  Increased my understanding of students’ learning processes in the subject  Has made me less afraid about opening my lessons to others to observe  Increased collegiality among colleagues  Has made it easier for colleagues to visit each other’s classrooms What did you like or dislike about LS? Please elaborate your answer to help us understand your response.  The planning meetings  Teaching research lesson(s)  Observing research lesson(s)  The post-research lesson discussion  Watching videos of the research lessons  The involvement of the external resource person(s) How can your school leaders support and facilitate your involvement in LS? Rank your selections from 1 being the most important and 6 being the least important