Influence of Evidence-Informed Practice on Teachers’ Professional Identity and Leadership in Japan

Abstract

We first outline the history of the relationship between lesson study in Japan and research evidence. This explanation is meaningful for understanding the situation of EIP in Japan and how to utilise it. We then consider examples of educational efforts of two local governments to identify the ways in which the social cohesion/social regulation matrix is found in each case, what rules and norms are used as the basis for the activities of the organisation, and the extent to which teachers implement research evidence in their teaching practice. Finally, we take generalisable lessons from education in Japan that can be applied to improve evidence-informed practice (EIP) in other areas.

Citation

Oyanagi, W. (2022), "Influence of Evidence-Informed Practice on Teachers’ Professional Identity and Leadership in Japan", Brown, C. and Malin, J.R. (Ed.) The Emerald Handbook of Evidence-Informed Practice in Education, Emerald Publishing Limited, Leeds, pp. 351-361. https://doi.org/10.1108/978-1-80043-141-620221039