Implementing a 21st Century Competency-Based Curriculum Through Lesson Study

ISBN-13: 9781032448268 / Twarda / 2024 / 264 str.

Opis

Drawing from a comprehensive collection of university-funded teaching development projects, this edited volume explores the theories and practices behind developing pedagogies through Lesson Study for a 21st-century curriculum. 

Spis treści

Part 1 Unlocking the Power of Lesson Study: Synergising Observation and Assessment Literacy for 21st-Century Education  1. Crafting future pedagogies through Lesson Study  2. Theoretical and methodological issues of lesson observation as a tool for research and teacher evaluation  3. Using Lesson Study to promote teacher assessment literacy  Part 2  Lesson Study for Nurturing Students’ 21st-Century Skills  4. Using a PDCA cycle to enhance the pedagogies for transdisciplinary values education – A case study of a Hong Kong primary school  5. Applying Lesson Study to develop and revise a SWEETIE STEM unit  6. Exploring metacognitive teaching framework through Lesson Study for Chinese language teaching – A Shanghai case study  7. Different learning opportunities from teaching the same lesson plan about subtraction in first grade  Part 3  Lesson Study for Developing e-Learning Pedagogies  8. Promoting student based Self-Regulated Learning with ICT through Lesson Study  9. Embracing e-pedagogy to foster co-construction of knowledge and student engagement in the old and new normal  10. A reflection of the development of AI-supported pedagogies using the Lesson Study method  11. Using Lesson Study as a strategy to build in-service teacher’s capacity of K-12 AI education in Hong Kong  Part 4 Embracing Education in the Era of IR4.0: Empowering Through Transformed Lesson Study  12. Creating conditions for transposing Lesson Study

O autorze

Eric C.K. Cheng is a specialist in Lesson Study and Knowledge Management. He is currently associate professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. His research is focused on exploring organizational factors and management strategies that enable school leaders and teachers to leverage pedagogical knowledge assets to improve student learning and capitalize on the knowledge assets as school intellectual capital for sustainable development.

 

Bruce Lander is a professor at Matsuyama University. His research covers blended learning, learner autonomy, ICT in education, Lesson Study and comparative pedagogy, intercultural communication and qualitative data analysis.