Teachers' Theory of Action in and About Lesson Studies: Case Studies of Schools as Learning Communities in Japan

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 2

Abstract

This study clarifies the development of theories of action by teachers in and about lesson studies, using case studies of school reform concerning schools as learning communities in Japan. This study is based on the author’s over a ten-years fieldwork within multiple schools which were implementing reforms as pilot schools for schools as learning communities.
The approach to theories of action in this study has the following characteristics: theories of action are fundamental to lesson studies for schools as learning communities, theories of action overcome the dualism of educational theory and practice and theories of action confront the theories of teachers, who are, in fact, responsible for implementing and reforming lesson studies.

Author

• Yuta Suzuki, Tokyo Institute of Technology