Changing Teaching, Changing Teachers 21st Century Teaching and Learning Through Lesson and Learning Study
Changing Teaching, Changing Teachers 21st Century Teaching and Learning Through Lesson and Learning Study by Keith Wood, published by Taylor & Francis Group on November 24, 2020, offers a focused examination of how engaging teachers in the process of changing their teaching practices can lead to meaningful professional development. This 138-page book emphasizes the importance of empowering educators to make their own decisions regarding necessary changes, rather than imposing top-down directives. The approach outlined in this work highlights the significance of teacher agency in enhancing student learning outcomes.
Readers will find that this book presents a series of collaborative professional development cases that prioritize teachers’ voices, positioning them as active participants in the research process. The content addresses various aspects of education, including teacher training, secondary education, and the Language Experience Approach. By exploring the dynamics of lesson study and learning study, this edition aims to provide insights into effective teaching practices and the historical context of educational methodologies.
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A unique feature of this book is its focus on engaging teachers themselves in changing teaching as a way to bring about teacher change through lesson study and learning study. The sequence – changing teaching, changing teachers – is significant. This approach to professional development is not about telling teachers what and how they should teach to bring about change in their students’ learning outcomes. It is about empowering teachers to make their own decisions about what needs to change. Empowering teachers in this way has been identified as the ‘soul’ of Japanese lesson study (Cheng, 2019). It is the soul which can so easily be compromised when lesson study is adopted and – inevitably it seems – adapted in new contexts around the globe. Without teacher empowerment, top-down curriculum development is almost bound to fail. In presenting the cases of collaborative professional development included in this book, care has been taken to include the teachers’ voices. They are intended to be the subjects and not the objects of our research into teachers’ professional development.
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