English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme’s structure and its school-university collaborative inquiry partnership model developed to build a sustainable platform where practices and research are integrated as teachers inquire about school-based issues. The impact of the programme and its lesson study approach is then assessed by qualitatively analysing the longitudinal reflection reports written by three graduate students enrolled as: new entrant teachers, in-service teachers, and school leaders. This study concludes by highlighting that the Fukui PGP brings a more significant commitment to HEI and the BoE and extends the application of lesson study for school changes and reforms. Internationally, it demonstrates a new systematic structure that works in institutional environments and settings where lesson study is practised to make changes in the organization. It fosters a more meaningful and critical lens to the traditional practice of lesson study.

One step further: advancing lesson study practice through collaborative inquiry school-university partnerships