Learning from Japanese Approaches to Professional Development

By C. Fernandez. 2002

403 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/ed154a2538fb388dcd51f4601f8d515de37d25f4

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Citations in the corpus

Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “Capturing the sentiments of many, one Japanese teacher said, “Through these experiences, I believe that my teaching method has improved” (Fernandez, 2002, p. 395).”
Mathematical Creative Process Wallas Model in Students Problem Posing with Lesson Study Approach. (2018, positive): “Stage of Lesson Study were plan, do, and see (Takahashi & Yoshida, 2004; Lenski & Caskey, 2009, Fernandez, 2002; Doig & Groves, 2011; Mahmudi, 2009).”
Lesson Study: A Means for Elementary Teachers to Develop the Knowledge of Mathematics Needed for Reform-Minded Teaching? (2005, methodology): “Between 1999 and 2002 my research team and I conducted a project that explored the feasibility and utility of American teachers engaging in lesson study (for more information about this work, see Chokshi & Fernandez, 2004; Fernandez, 2002; Fernandez et al., 2003).”
What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study (2015, background): “Thus, there is a need to examine what content preservice teachers professionally notice as they engage in the lesson study process (Fernandez, 2002).”
Prospective middle school mathematics teachers’ reflective thinking skills: descriptions of their students’ thinking and interpretations of their teaching (2009, background): “As described by Fernandez (2002), during lesson study, teachers work together on analyzing the effectiveness of a lesson or set of lessons by identifying a goal for their lesson study activity, planning a detailed lesson as a group, jointly observing the taught lesson and taking detailed notes,…”
Teachers’ professional growth through engagement with lesson study (2017, background): “…countries outside Japan, such as USA and Australia, often face challenges due to teaching being viewed as a private activity, teachers’ content knowledge, time constraints, leadership commitment, and lack of a common curriculum (Fernandez 2002; Groves and Doig 2010; Lewis, Perry and Murata 2006).”
Extending experiential learning in teacher professional development (2016, methodology): “This process can be individual with reflection used as a tool for self-direction (Minott, 2010) or shared through professional development activities such as lesson study (Fernandez, 2002) and participation in professional learning communities.”
Investigating how and what prospective teachers learn through microteaching lesson study (2010, methodology): “The lesson study process brings a group of teachers together to collaboratively design and investigate a ‘research lesson’ developed to meet a specified overarching student-learning goal (Fernandez, 2002; Fernandez, Cannon, & Chokshi, 2003; Lewis, 2002).”
Lesson study in teacher education: Learning from a challenging case (2015, methodology): “Lesson study has been used for professional development of teachers in Japan for more than a century, and it has also been commonly used for professional development since it was adopted in other parts of the world (Fernandez, 2002; Fernandez, Cannon, & Chokshi, 2003).”
Lesson study in Asia Pacific classrooms: local responses to a global movement (2008, background): “Lesson Study became highly visible beyond Japanese shores and strongly associated with mathematics education due to the influence of a number of American researchers and writers (Stigler & Hiebert, 1998, 1999; Lewis & Tsuchida, 1998; Fernandez, 2002; Fernandez & Yoshida, 2004).”