Implementing a 21st Century Competency-Based Curriculum Through Lesson Study: Teacher Learning About Cross-Curricular...

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Eric C.K. Cheng (The Education University of Hong Kong, Hong Kong) Bruce Lander (Matsuyama University, Japan)

Implementing a 21st Century Competency-Based Curriculum Through Lesson Study

Teacher Learning About Cross-Curricular and Online Pedagogy

Eric C.K. Cheng (The Education University of Hong Kong, Hong Kong), Bruce Lander (Matsuyama University, Japan)

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English

Routledge
12 March 2024

linguistics; Philosophy & theory of education; Educational strategies & policy; Curriculum planning & development; Teacher training

Series: WALS-Routledge Lesson Study Series

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.

Edited by: Eric C.K. Cheng (The Education University of Hong Kong Hong Kong), Bruce Lander (Matsuyama University, Japan)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 630g
ISBN: 9781032448268
ISBN 10: 1032448261
Series: WALS-Routledge Lesson Study Series
Pages: 238
Publication Date: 12 March 2024
Audience: Professional and scholarly , Professional and scholarly , Undergraduate , Undergraduate
Format: Hardback
Publisher's Status: Active

Part 1 Unlocking the Power of Lesson Study: Synergising Observation and Assessment Literacy for 21st-Century Education 1. Crafting future pedagogies through Lesson Study 2. Theoretical and methodological issues of lesson observation as a tool for research and teacher evaluation 3. Using Lesson Study to promote teacher assessment literacy Part 2 Lesson Study for Nurturing Students’ 21st-Century Skills 4. Using a PDCA cycle to enhance the pedagogies for transdisciplinary values education – A case study of a Hong Kong primary school 5. Applying Lesson Study to develop and revise a SWEETIE STEM unit 6. Exploring metacognitive teaching framework through Lesson Study for Chinese language teaching – A Shanghai case study 7. Different learning opportunities from teaching the same lesson plan about subtraction in first grade Part 3 Lesson Study for Developing e-Learning Pedagogies 8. Promoting student based Self-Regulated Learning with ICT through Lesson Study 9. Embracing e-pedagogy to foster co-construction of knowledge and student engagement in the old and new normal 10. A reflection of the development of AI-supported pedagogies using the Lesson Study method 11. Using Lesson Study as a strategy to build in-service teacher’s capacity of K-12 AI education in Hong Kong Part 4 Embracing Education in the Era of IR4.0: Empowering Through Transformed Lesson Study 12. Creating conditions for transposing Lesson Study

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.