Studying Classroom Teaching as a Medium for Professional Development Proceedings of a U.S.-Japan Workshop (2002) / Chapter Skim
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Reflections on the Workshop
Reflections on the Workshop
Pages 3-18
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Observations from the Study of Teaching Practice as a Medium for Professional Development Henry S Keener, Jr., University of Wisconsin-Milwaukee Building an International Community: Sharing Knowledge and Experiences in Professional Development for Mathematics Education Carol E
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Three main approaches were identified and discussed at length during the conference: the lesson study a frequent practice in Japan, and two evolving practices using records of study in the United Statesclassroom video and written case study. The overall workshop activities represented a clear difference in approach to professional development priorities and background.
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While U.S. participants often had varying perspectives on student mathematical background, the Japanese participants reflected apparent uniformity about where that content would be presented in the school curriculum anti the backgroun(1 students woul(1 have experienced.
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This was a means of communicating the criteria or expectations of the observers and the lesson study team, including the classroom instructor. Examples of pedagogical jargon, in the English translation provided by Toshiakira Fujii and other Japanese participants, led to implied observation criteria.
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In the case study approach, reflections of videotapes and samples of student work were used for a similar goal. The professional development culture of lesson study provides a real-time observation and discussion for the observers, a portfolio notebook kept at the host school, and perhaps a short article on the lesson in a local Japanese education periodical.
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Or a record of practice could be used for professional development in school dishricts across the counbry. One comparative shrength of the records of practice approach is the opportunity to develop these records over time with the same children or different children.
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The plan also mandated changes in university teacher preparation programs that reduce the preservice content course credits while increasing the pedagogy course credits. These changes in philosophy anti programs come to Japan at a time when there is a surplus of mathematics teachers and a decline in the population of school-age children.
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This workshop used an accessible medium, teaching practice, as a too} to address professional development of mathematics teachers in both countries. Before the conference, participants received papers that explained and demonstrated three forms of professional development using teaching practice: (a)
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The first session was designed to give us an understanding of the educational systems, teacher preparation, and professional development in the United States and Japan. There are clear similarities in the structures that support mathematics education in both countries.
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The forms and goals of professional development in the United States and Japan reflect the needs of teachers to improve their practice, the needs of their students, and the structure of each country's teacher preparation programs and certification requirements. Professional development in the United States is structured to help teachers grow in a variety of ways.
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ELEMENTS OF PROFESSIONAL DEVELOPMENT IN THE THREE RECORDS OF PRACTICE Lesson Stucly The first full day of the workshop was dedicated to lesson study and reflection. The (lay began with an optional viewing of a videotape of a s~xth-grade lesson for those who had not been able to attend the actual lesson.
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Lesson studies were tools to improve instruction, not to develop daily lesson plans. The concept of lesson study is an effective tool to create a community of learners throughout Japan because of the capacity to share research and approaches to teaching within schools, prefectures, and the national education community.
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Records are used to provide a context for learning and place professional development in the context of practice. The ability to select records to be studied ensures that the knowledge generated is useful and usable in practice.
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My beliefs about the importance of teacher collaboration and observation of each other's teaching to improve practice and the use of record study to help teachers construct new pedagogical, content, and pe(lagogical content knowledge were reinforced. Second, ~ had to personalize the questions for my own practice.
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All mentor teachers agreed to participate in a modified lesson study with the mentor as the teacher. The mentor teacher and student teacher will select a class that the three students and ~ will observe.
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