A unique feature of this book is its focus on engaging teachers
themselves in changing teaching as a way to bring about teacher
change through lesson study and learning study. The sequence -
changing teaching, changing teachers - is significant. This
approach to professional development is not about telling teachers
what and how they should teach to bring about change in their
students' learning outcomes. It is about empowering teachers to
make their own decisions about what needs to change. Empowering
teachers in this way has been identified as the 'soul' of Japanese
lesson study (Cheng, 2019). It is the soul which can so easily be
compromised when lesson study is adopted and - inevitably it seems
- adapted in new contexts around the globe. Without teacher
empowerment, top-down curriculum development is almost bound to
fail. In presenting the cases of collaborative professional
development included in this book, care has been taken to include
the teachers' voices. They are intended to be the subjects and not
the objects of our research into teachers' professional
development.
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