One step further: advancing lesson study practice through collaborative inquiry school-university partnerships

References

• Akita, K. (2006). Lesson study and discourse analysis. Tokyo: Foundation for the Promotion of the Open University of Japan.
   Google Scholar
• Akita, K., & Lewis, C. (2008). Learning from lessons: Teacher inquiry and lesson study. Tokyo: Akashi Shoten.
   Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640.
   Web of Science ®Google Scholar
• Boeskens, L., Nusche, D., & Yurita, M. (2020). Policies to support teachers’ continuing professional learning. Paris: OECD Publishing. doi:10.1787/19939019
   Google Scholar
• Butler, D.L. (2011). Investigating self-regulated learning using in-depth case studies. In B.J. Zimmerman & D.H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 346–360). New York, NY: Routledge.
   Google Scholar
• Butler, D.L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28(8), 1206–1220.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.
   Web of Science ®Google Scholar
• Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting work, lives and effectiveness. Maidenhead: Open University Press.
   Google Scholar
• Day, C., Stobart, G., Sammons, P., & Kington, A. (2006). Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching: Theory and Practice, 12(2), 169–192.
   Google Scholar
• Department of Education. (2021). Initial teacher training (ITT) market review report. Retrieved form https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/999621/ITT_market_review_report.pdf
   Google Scholar
• DuFour, R. (2004). What is a ‘professional learning community’. Educational Leadership, 61(8), 6–11.
   Web of Science ®Google Scholar
• DuFour, R., & Eaker, R.E. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington; Alexandria, VA: National Educational Service.
   Google Scholar
• Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
   Google Scholar
• Fang, Y., & Wang, H. (2021). Trends of and implications for the diffusion of lesson study: Thematic analysis of WALS2019 conference presentations. International Journal for Lesson and Learning Studies, 10(1), 61–74.
   Web of Science ®Google Scholar
• Furlong, J. (2013). Globalisation, neoliberalism, and the reform of teacher education in England. The Educational Forum, 77(1), 37–41.
   Google Scholar
• Inagaki, T., & Sato, M. (1996). Lesson study introduction. Tokyo: Iwanami Shoten.
   Google Scholar
• Kimura, Y. (2018). Teachers’ professional capital and SLC formation through lesson study: Theoretical research on the history of lesson study. Teacher Education Research, 12, 3–11.
   Google Scholar
• Kimura, Y., & Kishino, M. (Eds.). (2019). Lesson study: Change the practice and innovate the theory. Tokyo: Shinyosha.
   Google Scholar
• Kimura, Y., Kishino, M., & Matsuki, K. (2011). Teachers’ professional development through longitudinal reflective writing: Multi-layer reflection towards reconstruction of practice. Proceedings of the 53rd Annual Meeting of the Japanese Association of Educational Psychology Ebetsu, Hokkaido, Japan, 523.
   Google Scholar
• Kishino, M., Matsuki, K., & Kimura, Y. (2011). Teachers’ professional development through longitudinal reflective writing: Teachers’ identity reconstruction. Proceedings of the 53rd Annual Meeting of the Japanese Association of Educational Psychology Ebetsu, Hokkaido, Japan, 521.
   Google Scholar
• Kizuka, M. (2016). A consideration of the four-year initial teacher education program at a state university in the United States: Focusing on the practical teaching experience at the professional development school in Illinois State University. The 25th Annual Bulletin of the Japanese Society for the Study on Teacher Education (JSSTE), 25, 126–130.
   Google Scholar
• Kruse, S., Louis, K.S., & Bryk, A. (1994). Building professional community in schools. Issues in Restructuring Schools, (6), 3–6.
   Google Scholar
• Kujiraoka, T. (2005). For qualitative research and practice: Episode description introduction. Tokyo: Tokyo University Press.
   Google Scholar
• Lee, T. (2004). Two decades of professional development school development in the United States. What have we learned? Where do we go from here? Journal of In-Service Education, 30(3), 401–416.
   Google Scholar
• Lewis, C. (2002). A handbook of teacher-led instructional change. Philadelphia: Research for Better Schools.
   Google Scholar
• Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago and London: The University of Chicago Press.
   Google Scholar
• Matsuki, K. (2013). What is school-practice-based professional school of teachers’ development: Reflecting on Fukui’s initiatives on cultivating a school-based community of practice. Studies in and on Teacher Education, 6, 3–18.
   Google Scholar
• Matsuki, K., Kimura, Y., & Kishino, M. (2011). Teachers’ professional development through longitudinal reflective writing: School building and collegiality cultivation. Proceedings of the 53rd Annual Meeting of the Japanese Association of Educational Psychology Ebetsu, Hokkaido, Japan, 522.
   Google Scholar
• MEXT. (2018). Professional graduate school of teacher education. Retrieved from https://www.mext.go.jp/a_menu/koutou/kyoushoku/kyoushoku.htm
   Google Scholar
• Myers, C.B., & Myers, L.K. (1995). The professional educator: A new introduction to teaching and schools. Belmont, CA: Wadsworth Publishing.
   Google Scholar
• National Association for the Study of Educational Methods. (2009). Lesson study in Japan: History of lesson study and teacher education. Tokyo: Gakubunsha.
   Google Scholar
• OECD. (2019a). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners, TALIS. Paris: Author. doi:10.1787/1d0bc92a-en
   Google Scholar
• OECD. (2019b). A flying start: Improving initial teacher preparation systems. Paris: Author. doi:10.1787/cf74e549-en
   Google Scholar
• Riley, K., & Stoll, L. (2004). Inside-out and outside-in: Why schools need to think about communities in new ways. Education Review, 18(1), 34–41.
   Google Scholar
• Sato, M. (1997). Teacher as aporia: Reflective practice. Yokohama: Seorishobo.
   Google Scholar
• Schön, D.A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books Inc.
   Google Scholar
• Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass Publishers.
   Google Scholar
• Schön, D.A. (Ed.). (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
   Google Scholar
• Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Currency/Doubleday.
   Google Scholar
• Sirotnik, K., & Goodlad, J. (1988). School-university partnerships in action: Concepts, cases, and concerns. New York: Teachers College Press.
   Google Scholar
• Stigler, J.W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Summit Books.
   Google Scholar
• Sun, X. (2015). Effects and influence factors of in-service training under the university-school partnership in China: Based on the analysis of three partnership cases. The 25th Annual Bulletin of the Japanese Society for the Study on Teacher Education (JSSTE), 24, 130–140.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar
• Wenger, E., McDermott, R.A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, Mass: Harvard Business School Press.
   Google Scholar
• Yamauchi, T. (2019). A study of practice teaching methods at professional schools of education in Japan. Bulletin of Professional School of Education Yamagata University, 10, 34–42.
   Google Scholar
• Yanagisawa, S. (2012). Educational practice research as an organisation of practice and reflection. Studies in and on Teacher Education, 5, 291–307.
   Google Scholar
• Yanagisawa, S., & Kishino, M. (2017, November). Reflective lesson study and professional learning communities. Keynote Speech at Fukui Lesson Study Immersion Program of The World Association of Lesson Studies International Conference, Fukui, Japan.
   Google Scholar
• Yoshida, M. (1999). Lesson study: A case study of a Japanese approach to improving instruction through school-based teacher development (Doctoral Dissertation). University of Chicago.
   Google Scholar