Lesson study for learning community (LSLC): conceptualising teachers’ practices within a social justice perspective.
Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 36; no. 6; pp. 795 - 808 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=110525959&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 110525959 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2015 vid: 36 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 110525959 10.1080/01596306.2014.968095 ppf: 795 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 126KB tig: atl: Lesson study for learning community (LSLC): conceptualising teachers’ practices within a social justice perspective. aug: au: Saito, Eisuke Atencio, Matthew affil: Curriculum, Teaching & Learning Academic Group, National Institute of Education, Singapore, Singapore Department of Kinesiology, College of Education and Allied Sciences, California State University, East Bay, Hayward, CA, USA su: Educational change Learning ability Learning curve Facilitated learning Education methodology sug: subj: Educational change Learning ability Learning curve Facilitated learning Education methodology keyword: lesson study for learning community local uniqueness neo-liberalism professional development school reform social justice teacher ab: Under neo-liberal policies in many countries, there has been an extensive trend of educational reform which intensifies competition. Such educational reform is underpinned by direct government control, seen in centre to periphery forms of policy administration and implementation with strong emphasis on managerialism and test-oriented accountability models. There are critical views and opinions about such neo-liberal reforms, but a need still exists to discuss ways forward to protect the equality and right of teachers and student learners in schooling. This essay accordingly aims to discuss how the lesson study for learning community (LSLC) approach of school reform from Japan might signal a practical shift in emphasis away from competitive models of schooling fostered by school reform movements. The aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis on its social justice nature, particularly in reference to criticisms against neo-liberal reform agendas. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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