International Journal for Lesson and Learning Studies: Volume 11 Issue 2

Continuity and change: Chinese lesson study redefined in the context of key competencies-based reform

Yanping Fang, Lynn Paine, Rongjin Huang

This special issue reveals how lesson study in China continues to serve as a powerful platform to support change in teaching. The papers included in this issue explore how…

Facilitating EFL teachers’ professional development through CLS of English literature instruction

Huaqing Zhang, Shaoqian Luo

Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the…

Subject competency framework in fostering high-end lesson study – a case of teaching “properties of iron salts” unit in a senior high school

Lei Wang, Quan Wang, Simin Kong, Jiuhua Hu, Xiaoge Chen

This study aims to present a high-end lesson study (HELS) model to develop students' subject competency. Data were collected from a Beijing suburban key senior high school in…

Teacher mindset change in boundary-crossing lesson study:a case from China

Xiangming Chen, Qunhui Ou, Chao An, Dongyun Zhang

The purpose of this study is to provide an alternative approach to teacher learning on top of the usual practices of listening to experts' lectures and conducting school-based…

How does lesson study promote district education reform? – A case study of a district in Shanghai

Guiqing An, Yanru Chen, Yanping Fang, Jingwen Liu

Lesson study (LS) is generally regarded as a pathway for teachers' professional development and a method for teachers' instructional research. LS has been regarded as having the…

Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

Xingfeng Huang, Rongjin Huang, Mun Yee Lai

This paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese…

A teacher's learning of transforming curriculum reform ideas into classroom practices in lesson study in China

Wenjun Zhao, Rongjin Huang, Yiming Cao, Rui Ning, Xiaoxia Zhang

This study aims to explore how a Chinese lesson study (LS) supports a teacher's learning of transforming curriculum reform ideas into classroom practices.

Chinese lesson study: critical aspects of transfer from China to Italy

Alessandro Ramploud, Silvia Funghi, Maria Giuseppina Bartolini

The aim of this paper is to explore the rationale and findings of the implementation of a Chinese lesson study (CLS)-informed model of mathematics teacher education in Italian…