Theorizing Chinese lesson study from a cultural perspective

Abstract

Purpose

The 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/approach

The 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.

Findings

The 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/value

The 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.

Citation

Chen, X. (2017), "Theorizing Chinese lesson study from a cultural perspective", International Journal for Lesson and Learning Studies, Vol. 6 No. 4, pp. 283-292. https://doi.org/10.1108/IJLLS-12-2016-0059