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Japanese Lesson Study (JLS) is a professional development method, involving teachers collaboratively planning lessons, observing their enactment, then discussing observations of teaching and learning. This paper explores translation of JLS internationally, seeking to understand how and why it is adapted and how an understanding of national culture and implementation paradigms might support translation. We begin by examining evidence on adaptation and challenges of JLS implementation internationally, finding both deviation from the seven components of JLS, and qualitative evidence of perceived challenges to successful implementation. Further we explore two bodies of the literature explaining how and why such adaptations occur. First, implementation science reveals that full fidelity appears not to be amenable to the complexity of education innovations like LS, but that adaptation is fraught with challenges, with no linear pathway. Secondly, Hofstede's and colleagues' dimensions of culture enable us to hypothesise about how Japan's culture might have framed development of JLS, and to predict possible challenges when translated into a host nation. Finally, we hypothesize as to the relationship between adoption of either fidelity or adaptation implementation paradigms, and identified differences between Japan and the host nation's national culture, suggesting avenues for further research which may serve to test hypotheses empirically. [ABSTRACT FROM AUTHOR]

In this quasi-experimental study involving 23 fourth grade teachers, we investigated the effect of implementing teacher-child dynamic mathematics interviews to improve mathematics teaching behavior in the classroom. After a baseline period of 13 months, the teachers participated in a professional development program to support the use of dynamic mathematics interviews followed by a period of practice in mathematics interviewing to identify children’s mathematics learning needs. To determine the effects of the teacher professional development program, pretest and posttest videos of mathematics interviews were compared. To analyse the effects of the intervention, mathematics teaching behavior, mathematics teaching self-efficacy and perceived mathematical knowledge for teaching were measured. Results showed not only the effect of the program on the quality of the dynamic mathematics interviews, but also the effects of the intervention on mathematics teaching behavior, mathematics teaching self-efficacy and mathematical knowledge for teaching. [ABSTRACT FROM AUTHOR]

There are practical questions about how inclusive schools can enable quality teaching and teachers' professional development that are relevant to students with special educational needs (SEN). In moves towards inclusive education, teachers are confronted with issues about their knowledge, skills and perceived efficacy to adopt inclusive teaching approaches. Based on an explicit approach to inclusive teaching, this paper illustrates how Lesson Study (LS) and Lesson Study related professional development practices embody the values of inclusive teaching and reflective practice. Peer-reviewed academic papers about LS and LS related practices were reviewed. This found that these practices were predominantly used in continuing professional development and evaluated with a focus on their contexts, processes and outcomes in ordinary and specialist settings. The extent to which LS and LS related practices have been evaluated in these settings with different kinds of SEN is also examined. Based on this review increased use and evaluation of lesson study and lesson study related practices are recommended. [ABSTRACT FROM AUTHOR]

Teachers are expected to address a broad range of diverse pupil needs but do not always feel capable or lack the skills to meet these high expectations. The professional development approach Lesson Study may address this. Therefore, this study examines whether participating in Lesson Study influences teachers’ beliefs of self-efficacy and (adaptive) teaching behaviour. A quasi-experimental mixed methods design was used to compare pretest and posttest data of intervention and comparison group teachers ( N  = 48). Significantly different results between the two groups arise in terms of efficacy in pupil engagement as well as classroom management and instructional behaviour. Immediate stimulated recall interviews provide insight in these outcomes and illustrate to what extent teachers addressed pupils’ educational needs. [ABSTRACT FROM AUTHOR]

Since classrooms have become more diverse, professional development on adaptive teaching seems critically important, yet turns out to be complex. Lesson Study may address this issue due to its explicit focus on student learning. In total, 22 Lesson Study participants from different school contexts were interviewed. Clarke and Hollingsworth's Interconnected Model of Professional Growth was used as the analyzing framework to explore its adequacy for understanding teacher professional growth. The results reveal teacher professional growth in adaptive teaching competence and show how the intensive focus on student learning, collaborative professional experimentation and the facilitators' role may contribute to this. [ABSTRACT FROM AUTHOR]