抄録
In order to improve teachers' professional knowledge through collaborative conversations during lesson study sessions, participant-driven lesson study emphasizes that the class instructor, the students in the class, and all other teachers at the school are participants in the process. Based on self-determination theory, the present article analyzes some examples of participant-driven lesson study from elementary schools, and describes how this method contributes to teachers' professional learning and development. The present study uses a multi-method approach that combines discourse analysis, questionnaires, and interviews. The results indicated that teachers discuss and share realistic and detailed topics and episodes in the lesson study sessions, and that, by repeatedly holding such sessions, the teachers gradually come to understand that in lesson study, they should put more emphasis on the participants. This,in turn, leads to their active engagement and a better understanding of the outcomes of lesson study. The present results suggest that participant-driven lesson study may motivate teachers,facilitate their professional learning, and promote their career development by satisfying their basic psychological needs.
| 元の言語 | English |
|---|---|
| ページ（範囲） | 583-597 |
| ページ数 | 15 |
| ジャーナル | Japanese Journal of Educational Psychology |
| 巻 | 64 |
| 発行部数 | 4 |
| 出版物ステータス | Published - 2016 |
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ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
これを引用
Practice and assessment of participant-driven lesson study. / Kage, Masaharu; Fujimoto, Kazuhisa; Oshima, Takashi.
：: Japanese Journal of Educational Psychology, 巻 64, 番号 4, 2016, p. 583-597.研究成果: Article
}
TY - JOUR
T1 - Practice and assessment of participant-driven lesson study
AU - Kage, Masaharu
AU - Fujimoto, Kazuhisa
AU - Oshima, Takashi
PY - 2016
Y1 - 2016
N2 - In order to improve teachers' professional knowledge through collaborative conversations during lesson study sessions, participant-driven lesson study emphasizes that the class instructor, the students in the class, and all other teachers at the school are participants in the process. Based on self-determination theory, the present article analyzes some examples of participant-driven lesson study from elementary schools, and describes how this method contributes to teachers' professional learning and development. The present study uses a multi-method approach that combines discourse analysis, questionnaires, and interviews. The results indicated that teachers discuss and share realistic and detailed topics and episodes in the lesson study sessions, and that, by repeatedly holding such sessions, the teachers gradually come to understand that in lesson study, they should put more emphasis on the participants. This,in turn, leads to their active engagement and a better understanding of the outcomes of lesson study. The present results suggest that participant-driven lesson study may motivate teachers,facilitate their professional learning, and promote their career development by satisfying their basic psychological needs.
AB - In order to improve teachers' professional knowledge through collaborative conversations during lesson study sessions, participant-driven lesson study emphasizes that the class instructor, the students in the class, and all other teachers at the school are participants in the process. Based on self-determination theory, the present article analyzes some examples of participant-driven lesson study from elementary schools, and describes how this method contributes to teachers' professional learning and development. The present study uses a multi-method approach that combines discourse analysis, questionnaires, and interviews. The results indicated that teachers discuss and share realistic and detailed topics and episodes in the lesson study sessions, and that, by repeatedly holding such sessions, the teachers gradually come to understand that in lesson study, they should put more emphasis on the participants. This,in turn, leads to their active engagement and a better understanding of the outcomes of lesson study. The present results suggest that participant-driven lesson study may motivate teachers,facilitate their professional learning, and promote their career development by satisfying their basic psychological needs.
KW - Basic psychological needs theory
KW - Discourse analysis
KW - Participant-driven lesson study
KW - Self-determination theory
KW - Teacher education
UR - http://www.scopus.com/inward/record.url?scp=85016497092&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85016497092&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85016497092
VL - 64
SP - 583
EP - 597
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 4
ER -