Implementing a 21st Century Competency-Based Curriculum Through Lesson Study (WALS-Routledge Lesson Study Series)

ISBN 10: 1032448261 / ISBN 13: 9781032448268

Published by Routledge, 2024

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Bibliographic Details

• Title: Implementing a 21st Century Competency-Based Curriculum Through Lesson Study (WALS-Routledge Lesson Study Series)
• Publisher: Routledge
• Publication Date: 2024
• Language: English
• ISBN 10: 1032448261
• ISBN 13: 9781032448268
• Binding: Hardcover
• Condition: New

About this title

Synopsis

Drawing from a comprehensive collection of university-funded teaching development projects, this edited volume explores the theories and practices behind developing pedagogies through Lesson Study for a 21st-century curriculum. It encompasses various aspects such as lesson observation, assessment literacy, online teaching pedagogy, values education, STEM education, language education, and mathematics education. The chapters investigate the application of Lesson Study in diverse contexts, highlighting its use in ICT-based teaching and learning environments, the development and refinement of e-pedagogies, as well as the integration of AI in education. Through these cases, the content demonstrates how Lesson Study empowers teachers to craft pedagogies that enhance student learning, while emphasizing its pivotal role as an innovative approach to address the evolving landscape of education in this digital era.

Implementing a 21st Century Competency-Based Curriculum Through Lesson Study is the first to address the academic discussion of using Lesson Study to develop pedagogies for effective curriculum implementation to tackle the impact of Industry 4.0 on school education. It offers valuable insights, reflections, and practical guidance to policy makers, school leaders, teacher educators, and teachers who are dedicated to enhancing student learning and nurturing the essential skills required for success in the 21st century.

About the Author

Eric C.K. Cheng is a specialist in Lesson Study and Knowledge Management. He is currently associate professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. His research is focused on exploring organizational factors and management strategies that enable school leaders and teachers to leverage pedagogical knowledge assets to improve student learning and capitalize on the knowledge assets as school intellectual capital for sustainable development.

Bruce Lander is a professor at Matsuyama University. His research covers blended learning, learner autonomy, ICT in education, Lesson Study and comparative pedagogy, intercultural communication and qualitative data analysis.