Access the full text.
Sign up today, get DeepDyve free for 14 days.
Yanping Fang, C. Lee, Yudong Yang (2011)
Developing curriculum and pedagogical resources for teacher learningInternational Journal for Lesson and Learning Studies, 1
C. Lewis, K. Akita, Manabu Sato (2010)
Lesson Study as a Human ScienceTeachers College Record: The Voice of Scholarship in Education, 112
Km Cheng (2003)
China: Turning the Bad Master into a Good Servant'
H. Dubs, Fung Yu-lan, D. Bodde (1949)
A Short History of Chinese Philosophy
Research in Educational Development, 34
Ngai-ying Wong (2008)
Confucian heritage culture learner’s phenomenon: from “exploring the middle zone” to “constructing a bridge”ZDM, 40
Xiangming Chen, Fan Yang (2013)
Chinese teachers’ reconstruction of the curriculum reform through lesson studyInternational Journal for Lesson and Learning Studies, 2
Rongjin Huang, Xue Han (2015)
Developing mathematics teachers’ competence through parallel lesson studyInternational Journal for Lesson and Learning Studies, 4
D. Schoen (1985)
The reflective practitioner: how professionals think in action basic books inc
Chinese Social Sciences, 33
PurposeThe purpose of this paper is to examine the cultural roots of Chinese lesson study (LS) so as to account for its persistence in the Chinese education history as well as its importance in Chinese teacher professional development and student learning.Design/methodology/approachThe overarching research question is: “How can Chinese lesson study be theorized from a cultural perspective?” The sub-questions include: “What cultural features do Chinese teachers demonstrate in their LS activities? How can traditional Chinese cultural resources be utilized in explaining the existence and development of these features?” Based on a close reading of firsthand classic texts on Chinese cultural thoughts and related literature, the researchers collected data from Chinese teachers’ LS activities, stimulated recall interviews and focus groups, and related documents. An analysis is conducted with interplay among the theoretical framework, the data, and the researchers’ personal insights.FindingsThe findings of the study include three aspects. First, in terms of their actions, the Chinese teachers enact their understanding of teaching in public lessons through unity of knowing and doing (知行合一) more than conceptual explication. Second, with regard to their thinking, the Chinese teachers use practical reasoning (实践推理) in deliberate practice of repeated teaching through group inquiry and reflection. Third, a tendency of emulating those better than oneself (见贤思齐) is evident in novice teachers’ learning from “good” examples by expert teachers.Originality/valueThe revelation of these cultural features can not only contribute to a deeper understanding about the persistence and importance of LS in the Chinese education history, but also provide an example of analyzing LS from a cultural perspective to the world LS community.
International Journal for Lesson and Learning Studies – Emerald Publishing
Published: Oct 9, 2017
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.