Impact on lesson study for initial teacher training in Japan: Focus on mentor roles and kyouzai-kenkyuu

Abstract

Purpose

The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the point of view in which mentors evaluate the lesson plan, research lessons and kyouzai-kenkyuu of initial teachers.

Design/methodology/approach

This study adopts a case analysis that shows how a mentor gives advice to an initial teacher in the post-lesson discussion. In Japanese lesson study, the time schedule of the post-lesson discussion is well structured, so the time for a mentor to state his or her comment is limited to around ten minutes. Mentors try to help initial teachers develop instructional and thinking skills.

Findings

From simple problem to high-level cases in which finding the problem of a lesson is difficult, only a highly competent mentor can find the problem and suggest improvements. Mentors need the competency to observe the lesson and the knowledge and skills to improve the lesson.

Research limitations/implications

This paper focusses on how mentors can help develop the kyouzai-kenkyuu understanding of initial teachers. More studies that focus on how mentors can train initial teachers to understand how students learn during lessons are needed.

Originality/value

This paper discloses what Japanese teachers think of lesson plans and kyouzai-kenkyuu and how mentors help develop kyouzai-kenkyuu understanding among initial teachers.

Citation

Chichibu, T. (2016), "Impact on lesson study for initial teacher training in Japan: Focus on mentor roles and kyouzai-kenkyuu", International Journal for Lesson and Learning Studies, Vol. 5 No. 2, pp. 155-168. https://doi.org/10.1108/IJLLS-01-2016-0001