Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Atsushi Tsukui, E. Saito
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引用次数: 7

Abstract

In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.
走进学生的学习:通过越南学习型社区的课程学习实践来卸载教师的价值观
在教师专业发展研究中,教师价值观在专业实践中的体现已成为一个重要的关注领域。本研究采用社会文化的方法,以一位越南教师对学校改革案例的详细实地记录为基础,探讨教师行为与潜在价值观之间的联系,并引入日语课程研究。利用观察和漫步的概念,该研究描述了传统观察行为与新兴观察行为之间的差异。检查指的是教师的行为和价值观,强调遵守规定的课程和教育官僚程序,而漫步指的是一种性格,包括行动和价值观,欣赏每个学生的存在和学习,没有僵化的官僚主义观点。研究发现,教师的散步行为在她/他的专业工作中嵌入了新的潜在价值;同样,她/他如何散步也能体现出她/他的专业知识和身份。课程研究可以为教师提供看到自我的经验,从而产生这些平行转变的可能动力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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