A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning

By E. Saito, Matthew Atencio. 2013

95 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/72fe16ac8e3947885bea382751d04a7182c2a8cd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Tijmen M. Schipper
2. Sui Lin Goei
3. S. D. Vries
4. K. van Veen
5. R. Saunders

In Human Factors and Ergonomics

1. Tijmen M. Schipper
2. Sui Lin Goei
3. S. D. Vries
4. K. van Veen

Citations in the corpus

• Developing teachers’ self-efficacy and adaptive teaching behavior through Lesson Study (2018, background): “In the US and Europe, refining and re-teaching the research lesson are integrated in the LS cycle (Dudley, 2013; Saito & Atencio, 2013), whereas this is not common practice in Japan (Fuji, 2014).”
• Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “As a consequence, Saito and Atencio (2013) argue that while a LS facilitator may play an essential role in LS, “the relationship between teachers and these external stakeholders can sometimes be problematic in nature” (p. 92).”