Research lessons are actual classroom lessons, taught to one’s students, that are (a) focused on a specific teacher-generated problem or goal of practice, (b) carefully planned, usually in collaboration with one or more colleagues (c) observed by other teachers, (d) recorded for analysis and reflection, and (e) discussed by the lesson study group members, other colleagues, administrators, and or invited experts ( Lewis, Watson, & Shaps, 1999 ).
Published in Chapter:
Teachers as Researchers and Instructional Leaders
Crystal Loose (Penn State University, USA)
Copyright: © 2013
|Pages: 16
DOI: 10.4018/978-1-4666-4249-2.ch041
Abstract
Professional development is a necessity for teachers in the K-20 system. To achieve effective teaching, teachers must be engaged in learning. On the job training and professional development provide learning opportunities for professional teachers in K-20 education. To achieve the most authentic professional development, students should be part of the learning process as they are part of the instructional equation. In order to promote lifelong learning of adults, teacher training needs to arise from problems and interests found in their practice. In this chapter, the author discusses Japanese Lesson Study (JLS) as a method for teacher professional development in the area of English Language Arts with emphasis on Situated Learning Theory as a necessary emphasis for teacher learning in K-20 classrooms. Connections are made to the National Common Core Standards as teachers compete globally to prepare students for success.