Kyozai Kenkyu (Curriculum Study): A Critical but Often Neglected Phase in Lesson Study in Singapore Schools

• In Event: Poster Session 9
  In Poster Session: Understanding Lesson Study From Different Theoretical Perspectives (Part 2)

Abstract

Japanese Lesson Study (LS) has seen a phenomenal spread in Singapore schools. A concern arising from this rapid spread is whether the quality of LS is compromised as teachers cope with the challenge of time for meaningful engagement in LS without much support from knowledgeable others. Some adaptations are expected when ideas are borrowed from one culture to another to fit local contexts. However, there are some critical features of Japanese Lesson Study which cannot be compromised. We have found in the Singapore experience, many teams are simply spending time planning one research lesson which was then observed by others and discussed to explore improvements to the lesson. LS is not “just about improving a single lesson” (Lewis, Perry, & Hurd, 2004).
This poster will highlight kyozai kenkyu (curriculum study) as a critical feature and a necessary ingredient of LS practice (Watanabe, Takahashi & Yoshida, 2008). It will include a description of what kyozai kenkyu entails and the kinds of questions teachers must ask to interrogate the curriculum for enactment. Kyozai Kenkyu recognizes teachers not as passive conduits of national curriculum (Clandinin & Connelly, 1992) but active curriculum makers. Our experience has also revealed that when this phase of kyozai kenkyu is supported by knowledgeable others with disciplinary expertise, the learning of the teachers will deepen further. If not, it will be the case of “the blind leading the blind” especially with primary school teachers who as subject generalists lack deep understanding of subject matter.
A case study of a LS team of primary science teachers engaged in kyozai kenkyu supported by an external primary science specialist on the topic of “Light” will provide evidence of improvement in teachers’ knowledge and productive mindsets. Data sources included transcripts of video/audio recordings of planning sessions, research lesson and post lesson discussions, observation memos, teachers’ reflections, artefacts and diagnostic test. These are analyzed for recurring themes to capture changes in teachers’ perspectives about the curriculum, subject matter and pedagogical content knowledge and their understandings about students’ misconceptions. The LS team’s engagement in kyozai kenkyu found them having greater clarity about the MOE primary science curriculum guidelines and its implications for their unit and lesson design. There was improved capacity to develop a diagnostic test to examine students’ misconceptions about light. The teachers were also able to develop an authentic science experiment for the research lesson as a way of dealing with students’ misconceptions. During the kyozai kenkyu phase, two external knowledgeable others played a crucial role in pushing the thinking of their teachers about the curriculum, subject matter, pedagogy and assessment. This study has implications for how LS is practised not only in Singapore schools but elsewhere. There is a need for teachers to develop the curriculum developer lens in the kyozai kenkyu phase of the LS cycle (Fernadez, Cannon & Choksi, 2003).

Author

• Christine K.E. Lee, Nanyang Technological University