Incorporating "Lesson Study" in Teacher Preparation

Audrey Cohan; Andrea Honigsfeld

doi:10.1080/00131720608984570

Incorporating "Lesson Study" in Teacher Preparation

Education

Research & Scholarship: Contribution to journal › Article › peer-review

Abstract

This paper describes two teacher educators' practice of incorporating jugyoun kenkyuu — the Japanese lesson study approach — in teacher preparation programs. To ascertain the effectiveness of using this approach in undergraduate and graduate education programs, the authors conducted a research study among 17 undergraduate students and 51 graduate students. The results of this study showed that the lesson study approach is an effective tool for lesson planning, lesson presentation, and evaluation in both undergraduate and graduate contexts.

Original language	American English
Journal	The Educational Forum
Volume	71
DOIs	https://doi.org/10.1080/00131720608984570
State	Published - Jan 1 2007

Keywords

jugyoun kenkyuu
lesson study
japanese lesson study
lesson planning
lesson presentation
EDDPRO

Disciplines

Higher Education and Teaching
Teacher Education and Professional Development

Access to Document

10.1080/00131720608984570

Cite this

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