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Abstract
Bansho (Japanese board writing) is becoming an area of interest among researchers and educators as it could serve as an asset to make a searching inquiry into teaching. This study aims to identify the variations of bansho styles in Japanese schools and draws its data from 10 lessons from a primary school in Japan. All lesson observations were recorded, photographed, and then analyzed. Results of data analysis suggest that there is a variation of bansho styles, which indicates the kind of teaching happening in the classroom, and it relates to the teacher’s beliefs and the type of knowledge valued in the lesson.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 Japanese Language (with “J” and “L” capitalised) refers to the subject of kokugo in Japanese schools. The direct translation of kokugo is National Language, which in this case refers to the Japanese language.