Chinese Lesson Study: Theories, Practices, and Its Adaptation

Session Type: Symposium

Abstract

Lesson study (LS) has been a job-embedded and systematic approach for teacher development in China over a century. Recently, the ways Chinese mathematics teachers engage in LS activities have gained increasing interest internationally due to Shanghai pupils’ outstanding performance in PISA. Yet, little has been researched to building empirical or theoretical foundation for the Chinese LS practices. Adaption of Chinese LS to other educational systems is hardly known. This symposium opens a window onto Chinese LS practices, examining them from multiple perspectives by focusing on excavating its cultural roots, latest developments, and its adaptation in other countries. In doing so, we also aim to contribute to promoting cultural understanding and expand the international repertoire of LS practices.

Sub Unit

• SIG-Lesson Study

Chair

• Rongjin Huang, Middle Tennessee State University

Papers

• Theorizing Chinese Lesson Study From a Cultural Perspective - Xiaming Chen, Peking University

• School-Based Teaching Research and Lesson Case Study in Mediating the Second-Cycle Curriculum Reform in Shanghai - Yanping Fang, National Institute of Education - Nanyang Technological University

• Chinese Lesson Study in the United States: Improving Core Instructional Practice in Mathematics Teaching - Rongjin Huang, Middle Tennessee State University; Melanie Haupt, Middle Tennessee State University

• Chinese Lesson Study in Italy: Developing Primary School Teachers' Competences in Mathematics and Language - Maria G. Bartolini Bussi, Università di Modena e Reggio Emilia; Chiara Bertolini, Università di Modena e Reggio Emilia

Discussant

• Alan H. Schoenfeld, University of California - Berkeley