What is it about?
This paper is intended to spark a conversation on how to encourage teachers to participate in a lesson study. The existing discourse on lesson study must be reconsidered when it is done in other countries like the Philippines. While lesson study may be powerful, it may also be either misguided or superficial. Further, cultural change is difficult and norms such as teacher isolation and autonomy are well entrenched. These concerns point to the need for a non-coercive process that has a positive focus, is essentially self-organizing, encourages deep reflection, and avoids the pitfalls of manipulation by school administrators and or knowledgeable others.
Featured Image
Why is it important?
This paper poses that more attention needs to be given to the key issues related to social interactions and group dynamics that emerge when lesson study is introduced to existing school cultures and stakeholder relationships. Furthermore, authorities should find a way not use their power in order to force teachers engage in lesson study.
Perspectives
Writing this article made me rethink about how lesson study should be implemented in Philippine schools. This first-hand account of using AI as a non-coercive process for teachers to change their practice to collaborate through lesson study hopes to prompt a conversation about the role of culture for lesson study to be successful in schools.
Mr Allan M Canonigo
University of the Philippines Diliman
Read the Original
This page is a summary of: Using a non-coercive process to engage mathematics teachers in lesson study, International Journal for Lesson and Learning Studies, October 2016, Emerald,
DOI: 10.1108/ijlls-02-2016-0004.
You can read the full text:
Contributors
The following have contributed to this page
