Parallel Lessons: Collaboration of Lesson Study Between U.S. and Hong Kong Teachers

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Cross-Cultural and International Learning Environments

Abstract

A new form of Lesson Study allows teachers to observe peer teachers in other countries, to reflect on both their own teaching practice and their peer teacher’s instruction, and to support their own professional growth through the use of video. This type of lesson study is called Parallel Lessons (PLs) (Ng, 2009). In this research, PL provided opportunities for teachers in the United States and Hong Kong to plan and teach lessons on a common topic independently and then view and debrief them together using video technologies. Using qualitative multiple case-study design, teachers from the United States reflected on similarities and contrasts in how students are taught in each jurisdiction. Findings showed how PLs supported teacher reflection, how PLs compared to other forms of professional learning, and how teachers foresee this benefiting the teaching profession in the future.

Authors

• Bryce L. Walker, National Center on Education and the Economy

• Monica Pfister, National Center on Education and the Economy

• Larry Molinaro, National Center on Education and the Economy