Reforming Lesson Study in Japan

Theories of Action for Schools as Learning Communities

Suzuki, Yuta

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Description

This book elucidates the formation and development of theories of action in school reforms under the Schools as Learning Communities initiative. It provides a theoretical foundation for reviewing Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.

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Details

ISBN/GTIN978-0-367-51749-6

Product TypeBook

BindingPaperback

PublisherTaylor and FrancisRoutledge

Publication countryUnited Kingdom

Publishing date25/09/2023

Edition1. A.

SeriesWALS-Routledge Lesson Study Series

Pages198 pages

LanguageEnglish

SizeWidth 156 mm, Height 234 mm

Weight453 g

IllustrationsFarb., s/w. Abb.

Article no.47735570

CatalogsBuchzentrum

Data source no.44690770

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Author

Suzuki, Yuta

Yuta Suzuki is an associate professor in the Institute for Liberal Arts (ILA) at Tokyo Institute of Technology. He holds a bachelor´s degree in Education from the University of Tokyo and a master´s degree in Education from the University of Tokyo. He received his PhD in Education from the University of Tokyo. He was a Research Fellow of Japan Society for the Promotion of Science (JSPS) and a project lecturer at the University of Tokyo. He received Seiichi Tejima Research Award (Book Award) For FY 2023 for Reforming Lesson Study in Japan following the Japan School Improvement Research Association Award in 2022. His previous books include Formation and Development of Teachers´ Professional Community: A Genealogy of Research on School Reform in the United States (in Japanese) (Keiso Shobo, 2018) (Japanese Association of School Education Award 2019), Essence of Education and Teacher Learning, coauthored (in Japanese) (Gakubunsya, 2019), and Reggio Children´s Wonder of Learning: Early Childhood Education at Reggio Emilia, (Japanese joint translation) (Access Publishing, 2011). His articles include "Teachers Professional Discourse in a Japanese Lesson Study", International Journal for Lesson and Learning Studies, Vol. 1, No. 3, pp. 216-231 (2012). His research interests include lesson study, school reform, action research, teachers´ professionalism, professional learning, and professional community.