Teachers Learning from Each Other in Japan through Jugyou Kenkyu.

Autor/in	Arani, Mohammad Reza Sarkar
Titel	Teachers Learning from Each Other in Japan through Jugyou Kenkyu.
Quelle	(2000), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Action Research; Cooperative Planning; Elementary Secondary Education; Faculty Development; Foreign Countries; Inservice Teacher Education; Teacher Collaboration; Teacher Improvement; Teacher Researchers; Japan + Suchen Sie Ihr Suchwort? Projektforschung; Ausland; Lehrerfortbildung; Lehrerkooperation; Lehrerforschung
Abstract	Many school-based inservice teacher training programs are available to Japanese teachers, including observing classes in other schools, inviting parents to observe and provide feedback, and conducting collaborative research on the teaching-learning process (Jugyou Kenkyu). This article highlights Jugyou Kenkyu, which is based on three steps (having the staff plan for their collaborative research, implement the plan, and evaluate and reflect upon the success of the process in order to revise and improve their instruction). An example of this process from a typical elementary school in Nagoya, Japan, is presented. Through Jugyou Kenkyu, teachers have the opportunity to work together, reflect upon their teaching experiences, understand and communicate their ideas to others, and learn from their teaching assessment. Jugyou Kenkyu lets teachers conduct action research, providing opportunities for professional collaboration in solving school problems and addressing teachers' individual needs. In Jugyou Kenkyu, teachers try to understand what students need to experience success in their classroom. As classroom researchers, teachers can understand the process of teacher-student interaction, learn how to examine classroom phenomena, evaluate the teaching-learning process, and learn more about their students. (Contains 25 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC