From International Journal for Lesson and Learning Studies, 2014.
Over the last 15 years, Japanese lesson study has attracted growing interest as an alternative to conventional teacher professional development. Despite its popularity and results, the descriptive knowledge base of authentic lesson study in Japan is still limited to a few cases from elementary math and science teachers. The purpose of this paper is to contribute to the expansion of the lesson study descriptive knowledge base by offering a first-hand account of two American educators’ experience with lesson study at the secondary level while working as licensed teachers in a Japanese school.
Japan, professional development, reflective practice