Creating a "good lesson" in a Japanese special education lesson study group
Author(s)
Kikkawa, Yoriko
Griffith University Author(s)
Year published
2012
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The complex nature of teacher work has been highlighted in literature. In both Japan and Australia, special education classroom teachers have shared ecological commonalities: They work with groups of children including those with autistic spectrum disorders and with groups of other educators. However, they appeared to have functional differences in how they work in these structurally similar settings. A cross-cultural case study was used to investigate teacher work and practice with children with ASD of special education classroom teachers in Japanese and Australian primary school settings. In this presentation, observations ...
View more >The complex nature of teacher work has been highlighted in literature. In both Japan and Australia, special education classroom teachers have shared ecological commonalities: They work with groups of children including those with autistic spectrum disorders and with groups of other educators. However, they appeared to have functional differences in how they work in these structurally similar settings. A cross-cultural case study was used to investigate teacher work and practice with children with ASD of special education classroom teachers in Japanese and Australian primary school settings. In this presentation, observations of a series of lesson study teacher meetings were used to examine how Japanese special education teachers talked about their lessons in a group. It was found that these teachers tried to create a “good lesson” for those children through a group process. These meetings were examined in terms of contexts (i.e., who, when, and where) as well as contents (i.e., why and how).
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View more >The complex nature of teacher work has been highlighted in literature. In both Japan and Australia, special education classroom teachers have shared ecological commonalities: They work with groups of children including those with autistic spectrum disorders and with groups of other educators. However, they appeared to have functional differences in how they work in these structurally similar settings. A cross-cultural case study was used to investigate teacher work and practice with children with ASD of special education classroom teachers in Japanese and Australian primary school settings. In this presentation, observations of a series of lesson study teacher meetings were used to examine how Japanese special education teachers talked about their lessons in a group. It was found that these teachers tried to create a “good lesson” for those children through a group process. These meetings were examined in terms of contexts (i.e., who, when, and where) as well as contents (i.e., why and how).
View less >
Conference Title
Think, refresh, and replenish your research
Publisher URI
Subject
Curriculum and Pedagogy not elsewhere classified
Primary Education (excl. Maori)
Special Education and Disability