Abstract
Lesson study is known as a professional development activity in which teachers collaboratively plan, teach, observe, analyse and revise actual class lessons. Although Japan’s practice of lesson study has gained worldwide attention and has a high rate of implementation, the survey conducted by Japan’s National Institute for Educational Policy Research (NIER) in 2014 identified a prefecture where there are more schools whose perception of the effectiveness of lesson study is low despite holding frequent lesson study meetings. Leadership by school principals is essential for addressing the problem and taking actions to transform a school into a learning organisation. This chapter is a case study of school improvement focussed on reforming school organisational culture by changing approaches to school-based lesson study. The strategies used by the principal have been analysed and discussed from leadership frameworks.
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Chichibu, T., Uchizaki, T., Ono, Y. (2019). Promoting Teacher Collaborative Learning in Lesson Study: Exploring and Interpreting Leadership to Create Professional Learning Community. In: Townsend, T. (eds) Instructional Leadership and Leadership for Learning in Schools. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-23736-3_12
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DOI: https://doi.org/10.1007/978-3-030-23736-3_12
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