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Offering a rich, critical investigation of how technology can be
used to strengthen and promote lesson study in both virtual and
hybrid environments, this edited book presents insights into the
numerous challenges as well as opportunities for supporting
teachers’ and teacher educators’ professional learning in such
a novel setting. Providing an international perspective, research
in this book highlights on the one hand the necessity of exploring
how the known theoretical perspectives and methodological
approaches for researching on lesson study and effective
characteristics of conducting lesson study can be adapted to the
new environments. On the other hand, further analysis reveals the
benefits of using various advanced technologies in lesson study,
the new practice of professional development of teachers and
teacher educators, and also documents related issues of conducting
lesson study in such complex contexts. The chapters focus on online
cross-cultural lesson study; the key aspects of conducting online
lesson study and the effectiveness of it. Features of facilitation
and the development of facilitators for online lesson study are
explored, alongside the ways in which online lesson study can help
address various problems of practice such as implementing equitable
teaching, facilitating student interaction in virtual environments,
and migration to remote teaching in STEM. This resourceful text
provides needed support to both researchers and practitioners, from
primary to higher education, with special attention to both teacher
and student learning.
This book discusses the interwoven themes of teacher learning and
classroom assessment, highlighting the complexity and intricacy of
these processes in a range of very different classroom contexts.
The case studies demonstrate how classroom assessment is needed for
teachers to learn about teaching and for them to be able to grow
professionally and improve student learning. Although this volume
is mainly situated in the unique and varied contexts of the
Asia-Pacific region, it addresses the key issues of quality
teaching, assessment, and accountability in a global context.
This ethnography asks the question, what does learning to teach
mean to student teachers and to those around them in an exam-driven
rural school in China? The author writes of the process of using
the assessment as a tool for teacher learning, understanding
disadvantaged students in the community of practice, and of
beginning teachers seeking their identities. She offers a
perspective of learning to teach with assessment instead of for
assessment, and examines how it shapes the learn-to-teach
experiences.
This book discusses the interwoven themes of teacher learning and
classroom assessment, highlighting the complexity and intricacy of
these processes in a range of very different classroom contexts.
The case studies demonstrate how classroom assessment is needed for
teachers to learn about teaching and for them to be able to grow
professionally and improve student learning. Although this volume
is mainly situated in the unique and varied contexts of the
Asia-Pacific region, it addresses the key issues of quality
teaching, assessment, and accountability in a global context.
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