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One idea, many directions? Lesson study and the intersection of global and local in teacher learning

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Abstract:

In today’s increasingly globalized world, ideas and models spread fast across national border. For a long time, such spread has been more often unidirectional – from the developed Western countries to the developing ones, mainly in the form of trends of thinking and theoretical models, such as in the recent decade of curriculum reform in China, the introduction of social constructivist and humanistic approaches. However, Eastern cultural models and educational practices, such as collaborative workplace culture and teacher learning practices in the form of collective lesson-based research from Japan and China, have been introduced to and implemented in the U.S. and other English speaking countries, and then brought back to East Asia, such as Hong Kong and Singapore and then from there back to China. This global circulation has rich implications for policy and practice globally. For such spread to take root, the social, cultural and institutional practices can either facilitate or hinder or complicates the processes. In this paper, through cases drawn from the U.S., China, Hong Kong and Singapore, the author aims to illustrate, by comparison and contrast, four different models of how lesson study were introduced and implemented from policy to practice as well as how each has had an impact on local practices of teacher development and classroom practices in the recent years. These cases both complicate our understanding of what effective teacher learning means and help raise important questions regarding the impact of local context and cultural practices on teacher learning.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494171_index.html
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MLA Citation:

Fang, Yanping. "One idea, many directions? Lesson study and the intersection of global and local in teacher learning" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494171_index.html>

APA Citation:

Fang, Y. "One idea, many directions? Lesson study and the intersection of global and local in teacher learning" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494171_index.html

Publication Type: Panel Paper
Abstract: In today’s increasingly globalized world, ideas and models spread fast across national border. For a long time, such spread has been more often unidirectional – from the developed Western countries to the developing ones, mainly in the form of trends of thinking and theoretical models, such as in the recent decade of curriculum reform in China, the introduction of social constructivist and humanistic approaches. However, Eastern cultural models and educational practices, such as collaborative workplace culture and teacher learning practices in the form of collective lesson-based research from Japan and China, have been introduced to and implemented in the U.S. and other English speaking countries, and then brought back to East Asia, such as Hong Kong and Singapore and then from there back to China. This global circulation has rich implications for policy and practice globally. For such spread to take root, the social, cultural and institutional practices can either facilitate or hinder or complicates the processes. In this paper, through cases drawn from the U.S., China, Hong Kong and Singapore, the author aims to illustrate, by comparison and contrast, four different models of how lesson study were introduced and implemented from policy to practice as well as how each has had an impact on local practices of teacher development and classroom practices in the recent years. These cases both complicate our understanding of what effective teacher learning means and help raise important questions regarding the impact of local context and cultural practices on teacher learning.


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