Lesson Study China: su historia, desarrollo e implicaciones
Palabras clave:
Estudio de lecciones. Lección de estudio chino. Sistema de Investigación Docente. Formación Profesional Docente. Ciencia de la Mejora.
Resumen
Este artículo presenta un retrato holístico de Lesson Study Chinese (LS). Incluye las tradiciones históricas y culturales del LS chino, los mecanismos del LS chino, las características principales del LS chino en comparación con el LS japonés y su desarrollo reciente, y otras direcciones. Se discuten las implicaciones del SL chino para el desarrollo del SL a nivel internacional.Descargas
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BARTOLINI BUSSI, M. G.; BERTOLINI, C.; RAMPLOUD, A.; SUN, X.. Cultural transposition of Chinese lesson study to Italy. An exploratory study on fractions in a fourth-grade classroom. International Journal for Lesson and Learning Studies, 6(4), p. 380-395, 2017. https://doi.org/10.1108/IJLLS-12-2016-0057
BOALER, J. Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. CA: Jossey-Bass, 2018.
BRYK, A. S., GOMEZ, L. M., GRUNOW, A., LEMAHIEU, P. G, 2015. Learning to improve: how America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press, 2015.
CHEN, L. A historical review of professional learning communities in China (1949- 2019): some implications for collaborative teacher professional development. Asia Pacific Journal of Education, 40(3), p. 373-385, 2020.
CHEN, X. Theorizing Chinese lesson study from a cultural perspective. International Journal for Lesson and Learning Studies, 6 (4), 283-292, 2017.
CRAVENS, X.; DRAKE, T. From Shanghai to Tennessee: developing instructional leadership through teacher peer excellence groups. International Journal for Lesson and Learning Studies, 6 (4), 348-364, 2017.
CRAVENS, X.; WANG, J. Learning from the masters: Shanghai’s teacher-expertise infusion system. International Journal for Lesson and Learning Studies, 6(4), 306-320, 2017.
DUDLEY, P. Lesson study development in England: from school networks to national policy. International Journal for Lesson and Learning Studies, 1(1), 85–100, 2012.
ENGESTRÖM, Y.; SANNINO, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24, 2010.
FAN, L., WONG, N. Y., CAI, J, LI, S. How Chinese teach mathematics: perspectives from insiders. Singapore: Word Scientific, 2015.
FANG, Y. School-based teaching research and Lesson-case study in mediating the second-cycle curriculum reform in Shanghai. International Journal for Lesson and Learning Studies, 6 (4), 293-305, 2017.
FANG, Y., LYNN, P.; HUANG, R. Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform. International Journal for Lesson and Learning Studies, Vol. ahead-of-print No. ahead-of-print, 2022.
FARRELL, C. C., PENUEL, W. R., ALLEN, A., ANDERSON, E. R., BOHANNON, A. X., COBURN, C. E.; BROWN, S. L. Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships. Educational Researcher, 0013189X211069073, 2022.
FISHMAN, B. J., PENUEL, W. R., ALLEN, A. R., CHENG, B. H.; SABELLI, N. O. R. A. Design-based implementation research: An emerging model for transforming the relationship of research and practice. Teachers College Record, 115(14), 136-156, 2013.
FUJII, T. Designing and adapting tasks in lesson planning: A critical process of lesson study. ZDM Mathematics Education, 48, 411–423, 2016.
GU, F.; GU, L. Characterizing mathematics teaching research mentoring in the context of Chinese lesson study. ZDM Mathematics Education, 48 (4), 441-454, 2016.
GU, L., HUANG, R.; MARTON, F. Teaching with variation: An effective way of mathematics teaching in China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 309–348). Singapore: World Scientific, 2004.
HUANG, R.; BAO, J. Towards a model for teacher’s professional development in China: introducing keli. Journal of Mathematics Teacher Education, 9 (3), 279-298, 2006.
HUANG, R.; HAN, X. Developing mathematics teachers’ competence through parallel lesson study. International Journal for Lesson and Learning Studies, 4 (2), 100-117, 2015.
HUANG, R.; LI, Y. Teaching and learning mathematics through variations: Confucian heritage meets western theories. Rotterdam: Sense, 2017.
HUANG, R.; SHIMIZU, Y. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM, 48(4), 393-409, 2016.
HUANG, R., FANG, Y.; CHEN, X. Chinese lesson study: An improvement science, a deliberate practice, and a research methodology. International Journal for Lesson and Learning Studies, 6(4), 270-282, 2017.
HUANG, R., GONG, Z.; HAN, X. Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM-Mathematics Education, Vol. 48 (4), 425-439, 2016b.
HUANG, R., SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese lesson study, ZDM Mathematics Education, 46 (4), 239-251, 2014.
HUANG, R., TAKAHASHI, A.; DA PONTE, J. Theory and practices of Lesson Study in Mathematics: an international perspective. New York, NY: Springer, 2019.
HUANG, R., XU, S., SU, H., TANG, B.; STRAYER, J. (2012). Teaching researchers in China: Hybrid functions of researching, super- vising and consulting. Paper presented at 12th International Conference on Mathematics Education, July 8–15, 2012. Seoul, Korea, 2012.
HUANG, R., YE, L.; PRINCE, K. Professional development system and practices of mathematics teachers in Mainland China. In B. Kaur, K. O. Nam, & Y. H. Leong (Eds.), Professional development of mathematics teachers: An Asian perspective. (pp.17-32). New York: Springer, 2016a.
HUANG, R., ZHANG, J., MOK, I., ZHOU, Y., WU, Z.; ZHAO, W. The competence of teaching research specialists and their development in China. International Journal for Lesson and Learning Studies, Special issue, 6(4), 321-335, 2017.
HUANG, X, HUANG, R. HUANG, Y., WU, C.; WANNER, C. A. Lesson study and its role in the implementation of curriculum reform in China. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practices of lesson study in mathematics: An international perspective (pp.229-254). New York, NY: Springer, 2019.
HUANG, X., HUANG, R.; BOSCH, M.. Analyzing a teacher’s learning through cross- cultural collaboration: a praxeological perspective of mathematical knowledge for teaching. Educational Studies in Mathematics, 107(3), 427-446, 2021.
HUANG, X., HUANG, R.; LEE, M. Y. (2022). Characterizing expansive learning process in Chinese lesson study: A case of representing fractions on a number line. International Journal for Lesson and Learning Studies, Vol. ahead-of-print No. ahead-of-rint. https://doi.org/10.1108/IJLLS-03-2021-0026, 2022.
LEWIS, C. What is improvement sciences? Do we need it in education? Educational Researcher, 44 (1), 54-61, 2015.
LEWIS, C. How does lesson study improve mathematics instruction? ZDM Mathematics Education, 48 (4), 571-580, 2016.
LEWIS, C.; TSUCHIDA, I. A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(4), 1998.
LEWIS, C.; PERRY, R. Lesson study to scale up research-based knowledge: A randomized, controlled trial of fractions learning. Journal for research in mathematics education, 48(3), 261-299, 2017.
LEWIS, C., FRIEDKIN, S., EMERSON, K., HENN, L.; GOLDSMITH, L. How does lesson study work? Toward a theory of lesson study process and impact. In R. Huang, A., Takahashi & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics. pp. 13-37. Springer, Cham, 2019.
LI, X. Analysis of Chinese lesson study from historical and cultural perspective. In Huang, R., Takahashi, A., & da Ponte, J. (2019), Theory and practices of lesson study in mathematics: An international perspective (pp.201-228). New York, NY: Springer, 2019.
LI, Y.; HUANG, R. (Eds.). How Chinese acquire and improve mathematics knowledge for teaching. BRILL, 2018.
MAKINAE, N. The origin and development of lesson study in Japan. In Huang, R., Takahashi, A., & da Ponte, J. (2019), Theory and practices of lesson study in mathematics: An international perspective (pp.169-200). New York, NY: Springer, 2019.
MARTON, F.; PANG, M. F. On some necessary conditions of learning. The Journal of the Learning Science, 15, 193–220, 2006.
MORRIS, A. K.; HIEBERT, J. Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher, 40(1), 5-14, 2011.
NATIONAL CENTER FOR EXCELLENCE IN THE TEACHING OF MATHEMATICS (NCETM)(2017). Five big ideas in teaching for mastery: the fundamental characteristics that underpinned teaching for mastery in all school and college phases, 2017. https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/
OECD. PISA 2018 results: What students know and can do (Vol. I). Paris: OECD, 2019.
OECD. PISA 2012 results: What students know and can do: Student performance in mathematics, reading and science (Vol. 1). Paris: OECD, 2013.
RAMPLOUD, A., FUNGHI, S.; BARTOLINI, M. G. Chinese lesson study: critical aspects of transfer from China to Italy. International Journal for Lesson & Learning Studies, 2022. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJLLS-04-2021-0031
RUSSELL, J. L., BRYK, A. S., DOLLE, J. R., GOMEZ, L. M., LEMAHIEU, P. G.; GRUNOW, A. A framework for the initiation of networked improvement communities. Teacher College Record, 119 (5), 1-36, 2017.
SELEZNYOV, S. Lesson study beyond Japan: evaluating impact. International Journal for Lesson and Learning Studies, 8 (1), 2-18, 2019. https://doi.org/10.1108/IJLLS-09-2018.
SIMON, M. A. Prospective elementary teachers’ knowledge of division. Journal for Research in Mathematics Education, 24 (3), 233–254, 1995.
STIGLER, J. W.; HIEBERT, J. The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster, 1999.
TAKAHASHI, A.; MCDOUGAL, T. Collaborative lesson research: Maximizing the impact of lesson study. ZDM Mathematics Education, 48(4), 513-526, 2016.
WANG, J. Mathematics education in China: tradition and reality. Singapore: Galeasia Cengage Learning, 2013.
WANG, J.; GU, L. Action education – A paradigm shift in teacher in-service learning. Shanghai: East China Normal University Press (in Chinese), 2007.
WENGER, E. Communities of practice: Learning, meaning, and identity. Cambridge University Press, 1998.
WILLEMS, I.; VAN DEN BOSSCHE, P. Lesson study effectiveness for teachers’ professional learning: A best evidence synthesis. International Journal for Lesson and Learning Studies, 8(4), 257–271, 2019. https://doi.org/10.1108/IJLLS-04-2019-0031
YANG, Y. How a Chinese teacher improved classroom teaching in Teaching Research Group: A case study on Pythagoras theorem teaching in Shanghai. ZDM, 41(3), 279-296, 2009.
YANG, Y. The characteristics and development trends of Chinese lesson study from an international comparison perspective. Study on Educational Development, 39-43. (in Chinese), 2019.
YANG, Y., & RICKS, T. E. How crucial incidents analysis support Chinese lesson study. International Journal for Lesson and Learning Studies, 1(1), 41–48, 2013.
ZHAO, W., HUANG, R., CAO, Y., NING, R.; ZHANG, X. A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China. International Journal for Lesson & Learning Studies, 11(2), 133-146, 2022.
BOALER, J. Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. CA: Jossey-Bass, 2018.
BRYK, A. S., GOMEZ, L. M., GRUNOW, A., LEMAHIEU, P. G, 2015. Learning to improve: how America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press, 2015.
CHEN, L. A historical review of professional learning communities in China (1949- 2019): some implications for collaborative teacher professional development. Asia Pacific Journal of Education, 40(3), p. 373-385, 2020.
CHEN, X. Theorizing Chinese lesson study from a cultural perspective. International Journal for Lesson and Learning Studies, 6 (4), 283-292, 2017.
CRAVENS, X.; DRAKE, T. From Shanghai to Tennessee: developing instructional leadership through teacher peer excellence groups. International Journal for Lesson and Learning Studies, 6 (4), 348-364, 2017.
CRAVENS, X.; WANG, J. Learning from the masters: Shanghai’s teacher-expertise infusion system. International Journal for Lesson and Learning Studies, 6(4), 306-320, 2017.
DUDLEY, P. Lesson study development in England: from school networks to national policy. International Journal for Lesson and Learning Studies, 1(1), 85–100, 2012.
ENGESTRÖM, Y.; SANNINO, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1-24, 2010.
FAN, L., WONG, N. Y., CAI, J, LI, S. How Chinese teach mathematics: perspectives from insiders. Singapore: Word Scientific, 2015.
FANG, Y. School-based teaching research and Lesson-case study in mediating the second-cycle curriculum reform in Shanghai. International Journal for Lesson and Learning Studies, 6 (4), 293-305, 2017.
FANG, Y., LYNN, P.; HUANG, R. Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform. International Journal for Lesson and Learning Studies, Vol. ahead-of-print No. ahead-of-print, 2022.
FARRELL, C. C., PENUEL, W. R., ALLEN, A., ANDERSON, E. R., BOHANNON, A. X., COBURN, C. E.; BROWN, S. L. Learning at the Boundaries of Research and Practice: A Framework for Understanding Research-Practice Partnerships. Educational Researcher, 0013189X211069073, 2022.
FISHMAN, B. J., PENUEL, W. R., ALLEN, A. R., CHENG, B. H.; SABELLI, N. O. R. A. Design-based implementation research: An emerging model for transforming the relationship of research and practice. Teachers College Record, 115(14), 136-156, 2013.
FUJII, T. Designing and adapting tasks in lesson planning: A critical process of lesson study. ZDM Mathematics Education, 48, 411–423, 2016.
GU, F.; GU, L. Characterizing mathematics teaching research mentoring in the context of Chinese lesson study. ZDM Mathematics Education, 48 (4), 441-454, 2016.
GU, L., HUANG, R.; MARTON, F. Teaching with variation: An effective way of mathematics teaching in China. In L. Fan, N. Y. Wong, J. Cai, & S. Li (Eds.), How Chinese learn mathematics: Perspectives from insiders (pp. 309–348). Singapore: World Scientific, 2004.
HUANG, R.; BAO, J. Towards a model for teacher’s professional development in China: introducing keli. Journal of Mathematics Teacher Education, 9 (3), 279-298, 2006.
HUANG, R.; HAN, X. Developing mathematics teachers’ competence through parallel lesson study. International Journal for Lesson and Learning Studies, 4 (2), 100-117, 2015.
HUANG, R.; LI, Y. Teaching and learning mathematics through variations: Confucian heritage meets western theories. Rotterdam: Sense, 2017.
HUANG, R.; SHIMIZU, Y. Improving teaching, developing teachers and teacher educators, and linking theory and practice through lesson study in mathematics: an international perspective. ZDM, 48(4), 393-409, 2016.
HUANG, R., FANG, Y.; CHEN, X. Chinese lesson study: An improvement science, a deliberate practice, and a research methodology. International Journal for Lesson and Learning Studies, 6(4), 270-282, 2017.
HUANG, R., GONG, Z.; HAN, X. Implementing mathematics teaching that promotes students’ understanding through theory-driven lesson study. ZDM-Mathematics Education, Vol. 48 (4), 425-439, 2016b.
HUANG, R., SU, H.; XU, S. Developing teachers’ and teaching researchers’ professional competence in mathematics through Chinese lesson study, ZDM Mathematics Education, 46 (4), 239-251, 2014.
HUANG, R., TAKAHASHI, A.; DA PONTE, J. Theory and practices of Lesson Study in Mathematics: an international perspective. New York, NY: Springer, 2019.
HUANG, R., XU, S., SU, H., TANG, B.; STRAYER, J. (2012). Teaching researchers in China: Hybrid functions of researching, super- vising and consulting. Paper presented at 12th International Conference on Mathematics Education, July 8–15, 2012. Seoul, Korea, 2012.
HUANG, R., YE, L.; PRINCE, K. Professional development system and practices of mathematics teachers in Mainland China. In B. Kaur, K. O. Nam, & Y. H. Leong (Eds.), Professional development of mathematics teachers: An Asian perspective. (pp.17-32). New York: Springer, 2016a.
HUANG, R., ZHANG, J., MOK, I., ZHOU, Y., WU, Z.; ZHAO, W. The competence of teaching research specialists and their development in China. International Journal for Lesson and Learning Studies, Special issue, 6(4), 321-335, 2017.
HUANG, X, HUANG, R. HUANG, Y., WU, C.; WANNER, C. A. Lesson study and its role in the implementation of curriculum reform in China. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practices of lesson study in mathematics: An international perspective (pp.229-254). New York, NY: Springer, 2019.
HUANG, X., HUANG, R.; BOSCH, M.. Analyzing a teacher’s learning through cross- cultural collaboration: a praxeological perspective of mathematical knowledge for teaching. Educational Studies in Mathematics, 107(3), 427-446, 2021.
HUANG, X., HUANG, R.; LEE, M. Y. (2022). Characterizing expansive learning process in Chinese lesson study: A case of representing fractions on a number line. International Journal for Lesson and Learning Studies, Vol. ahead-of-print No. ahead-of-rint. https://doi.org/10.1108/IJLLS-03-2021-0026, 2022.
LEWIS, C. What is improvement sciences? Do we need it in education? Educational Researcher, 44 (1), 54-61, 2015.
LEWIS, C. How does lesson study improve mathematics instruction? ZDM Mathematics Education, 48 (4), 571-580, 2016.
LEWIS, C.; TSUCHIDA, I. A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, 22(4), 1998.
LEWIS, C.; PERRY, R. Lesson study to scale up research-based knowledge: A randomized, controlled trial of fractions learning. Journal for research in mathematics education, 48(3), 261-299, 2017.
LEWIS, C., FRIEDKIN, S., EMERSON, K., HENN, L.; GOLDSMITH, L. How does lesson study work? Toward a theory of lesson study process and impact. In R. Huang, A., Takahashi & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics. pp. 13-37. Springer, Cham, 2019.
LI, X. Analysis of Chinese lesson study from historical and cultural perspective. In Huang, R., Takahashi, A., & da Ponte, J. (2019), Theory and practices of lesson study in mathematics: An international perspective (pp.201-228). New York, NY: Springer, 2019.
LI, Y.; HUANG, R. (Eds.). How Chinese acquire and improve mathematics knowledge for teaching. BRILL, 2018.
MAKINAE, N. The origin and development of lesson study in Japan. In Huang, R., Takahashi, A., & da Ponte, J. (2019), Theory and practices of lesson study in mathematics: An international perspective (pp.169-200). New York, NY: Springer, 2019.
MARTON, F.; PANG, M. F. On some necessary conditions of learning. The Journal of the Learning Science, 15, 193–220, 2006.
MORRIS, A. K.; HIEBERT, J. Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher, 40(1), 5-14, 2011.
NATIONAL CENTER FOR EXCELLENCE IN THE TEACHING OF MATHEMATICS (NCETM)(2017). Five big ideas in teaching for mastery: the fundamental characteristics that underpinned teaching for mastery in all school and college phases, 2017. https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/
OECD. PISA 2018 results: What students know and can do (Vol. I). Paris: OECD, 2019.
OECD. PISA 2012 results: What students know and can do: Student performance in mathematics, reading and science (Vol. 1). Paris: OECD, 2013.
RAMPLOUD, A., FUNGHI, S.; BARTOLINI, M. G. Chinese lesson study: critical aspects of transfer from China to Italy. International Journal for Lesson & Learning Studies, 2022. Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJLLS-04-2021-0031
RUSSELL, J. L., BRYK, A. S., DOLLE, J. R., GOMEZ, L. M., LEMAHIEU, P. G.; GRUNOW, A. A framework for the initiation of networked improvement communities. Teacher College Record, 119 (5), 1-36, 2017.
SELEZNYOV, S. Lesson study beyond Japan: evaluating impact. International Journal for Lesson and Learning Studies, 8 (1), 2-18, 2019. https://doi.org/10.1108/IJLLS-09-2018.
SIMON, M. A. Prospective elementary teachers’ knowledge of division. Journal for Research in Mathematics Education, 24 (3), 233–254, 1995.
STIGLER, J. W.; HIEBERT, J. The teaching gap: Best ideas from the world's teachers for improving education in the classroom. Simon and Schuster, 1999.
TAKAHASHI, A.; MCDOUGAL, T. Collaborative lesson research: Maximizing the impact of lesson study. ZDM Mathematics Education, 48(4), 513-526, 2016.
WANG, J. Mathematics education in China: tradition and reality. Singapore: Galeasia Cengage Learning, 2013.
WANG, J.; GU, L. Action education – A paradigm shift in teacher in-service learning. Shanghai: East China Normal University Press (in Chinese), 2007.
WENGER, E. Communities of practice: Learning, meaning, and identity. Cambridge University Press, 1998.
WILLEMS, I.; VAN DEN BOSSCHE, P. Lesson study effectiveness for teachers’ professional learning: A best evidence synthesis. International Journal for Lesson and Learning Studies, 8(4), 257–271, 2019. https://doi.org/10.1108/IJLLS-04-2019-0031
YANG, Y. How a Chinese teacher improved classroom teaching in Teaching Research Group: A case study on Pythagoras theorem teaching in Shanghai. ZDM, 41(3), 279-296, 2009.
YANG, Y. The characteristics and development trends of Chinese lesson study from an international comparison perspective. Study on Educational Development, 39-43. (in Chinese), 2019.
YANG, Y., & RICKS, T. E. How crucial incidents analysis support Chinese lesson study. International Journal for Lesson and Learning Studies, 1(1), 41–48, 2013.
ZHAO, W., HUANG, R., CAO, Y., NING, R.; ZHANG, X. A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China. International Journal for Lesson & Learning Studies, 11(2), 133-146, 2022.
Publicado
2023-05-06
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Huang, R. (2023). Lesson Study China: su historia, desarrollo e implicaciones . PARADIGMA, 44(2), 61-79. https://doi.org/10.37618/PARADIGMA.1011-2251.2023.p61-79.id1412
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