International Journal for Lesson and Learning Studies: Volume 8 Issue 1

Subject:

Table of contents

Lesson study beyond Japan: evaluating impact

Sarah Seleznyov

The purpose of this paper is to present the findings from a systematic literature review of recent studies of the implementation of Japanese lesson study beyond Japan…

Lesson study and teachers’ beliefs: How a Bourdieuian perspective could make a difference

Edgar Mayrhofer

The purpose of this paper is to show, from a theoretical perspective, how lesson study (LS) can initiate processes that have an effect on most fundamental teachers’ (and…

Integrating lesson study in Myanmar teacher training

Alison Victoria Shepherd

This paper documents a case study implementing Lesson Study (LS) study into a two-year teacher training project in an education university training secondary school…

Malawi mathematics teacher educators’ understanding of Lesson Study

Janne Fauskanger, Arne Jakobsen, Mercy Kazima

The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher…

Practicing lesson study in a Turkish education context: Considering the challenges, suggestions and benefits from EFL teachers’ perspectives

Ferhan Karabuğa, Gülden Ilin

The purpose of this paper is to touch upon the unaddressed points regarding the practice of lesson study (LS) in the field of language teacher development in a Turkish…

Lesson study as a trigger for preservice physics and chemistry teachers’ learning about inquiry tasks and classroom communication

Teresa Conceição, Mónica Baptista, João Pedro da Ponte

The purpose of this paper is to understand what physics and chemistry preservice teachers learn on the nature of the inquiry tasks and about classroom communication in an…

Cover of International Journal for Lesson and Learning Studies

ISSN:

2046-8253

Online date, start – end:

2012

Copyright Holder:

Emerald Publishing Limited

Open Access:

hybrid

Editor:

  • Prof Keith Wood