Successful transposition of lesson study : a knowledge management perspective

Saved in:
Bibliographic Details
Main Author:
Corporate Author:
Special Collection:e-book
Format: Book
Language:English
Published: Singapore : Springer Singapore Imprint: Springer, 2019
Edition:1st ed. 2019.
Series:SpringerBriefs in education, ISSN 2211-1921
Subjects:
Online Access:https://doi.org/10.1007/978-981-13-2472-7
Tags: Add Tag
Be the first to tag this record!
id opac-EUL01-000998580
collection e-book
institution L_135
EUL01
spelling Cheng, Eric C. K. szerző EUL10001063445 Y
Successful transposition of lesson study a knowledge management perspective by Eric C. K. Cheng
1st ed. 2019.
Singapore Springer Singapore Imprint: Springer 2019
X, 72 p. 8 ill., 4 ill. színes. ; online forrás
szöveg txt rdacontent
számítógépes c rdamedia
távoli hozzáférés cr rdacarrier
szövegfájl PDF rda
SpringerBriefs in education 2211-1921
1 Conceptualising Lesson Study from International Literature -- 2 Reconceptualising Lesson Study as Knowledge Management -- 3 Applying SECI Model for Creating Pedagogical Knowledge -- 4 Rotating PDCA Cycles through SECI Processes for Curriculum Management -- 5 Institutionalizing Lesson Study for Managing Knowledge.
This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the analytical lens, it explores the tacit and explicit knowledge convention and creation processes in lesson study. Unpacking the mechanism of the knowledge management process and practices could assist policy makers and school administrators, educators in contextualising lesson study to their school systems. The book provides an accessible discussion of the benefits and challenges of introducing lesson study, and presents three new research dimensions to analyse it: reviewing the historical development of lesson study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum; examining lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation: and studying the “kaizen kata” embedded in the PDCA cycles of lesson study as an organization routine for school improvement.
Nyomtatott kiadás: ISBN 9789811324710
Nyomtatott kiadás: ISBN 9789811324734
Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők.
könyv
e-book
tanórakutatás oktatás Japán EUL10001063454 Y
tudásmenedzsment EUL10000489866 Y
Learning EUL10000036514 Y
Instruction EUL10001063054 Y
Knowledge management EUL10000969919 Y
Curriculum studies EUL10001021736 Y
Education—Curricula EUL10001053330 Y
elektronikus könyv
SpringerLink (Online service) közreadó testület
SpringerBriefs in education EUL10001016376 Y
Online változat https://doi.org/10.1007/978-981-13-2472-7
EUL01
language English
format Book
author Cheng, Eric C. K., szerző
spellingShingle Cheng, Eric C. K., szerző
Successful transposition of lesson study : a knowledge management perspective
SpringerBriefs in education, ISSN 2211-1921
tanórakutatás -- oktatás -- Japán
tudásmenedzsment
Learning
Instruction
Knowledge management
Curriculum studies
Education—Curricula
elektronikus könyv
author_facet Cheng, Eric C. K., szerző
SpringerLink (Online service)
author_corporate SpringerLink (Online service)
author_sort Cheng, Eric C. K.
title Successful transposition of lesson study : a knowledge management perspective
title_sub a knowledge management perspective
title_short Successful transposition of lesson study
title_full Successful transposition of lesson study a knowledge management perspective by Eric C. K. Cheng
title_fullStr Successful transposition of lesson study a knowledge management perspective by Eric C. K. Cheng
title_full_unstemmed Successful transposition of lesson study a knowledge management perspective by Eric C. K. Cheng
title_auth Successful transposition of lesson study a knowledge management perspective
title_sort successful transposition of lesson study a knowledge management perspective
series SpringerBriefs in education, ISSN 2211-1921
series2 SpringerBriefs in education
publishDate 2019
publishDateSort 2019
physical X, 72 p. : 8 ill., 4 ill. színes. ; online forrás
edition 1st ed. 2019.
isbn 978-981-13-2472-7
issn 2211-1921
callnumber-first L - Education
callnumber-subject LB - Theory and Practice of Education
callnumber-label LB5-3640
callnumber-raw 1000787
callnumber-search 1000787
topic tanórakutatás -- oktatás -- Japán
tudásmenedzsment
Learning
Instruction
Knowledge management
Curriculum studies
Education—Curricula
elektronikus könyv
topic_facet tanórakutatás -- oktatás -- Japán
tudásmenedzsment
Learning
Instruction
Knowledge management
Curriculum studies
Education—Curricula
elektronikus könyv
tanórakutatás
tudásmenedzsment
Learning
Instruction
Knowledge management
Curriculum studies
Education—Curricula
oktatás
url https://doi.org/10.1007/978-981-13-2472-7
illustrated Illustrated
dewey-hundreds 300 - Social sciences
dewey-tens 370 - Education
dewey-ones 371 - Schools & their activities; special education
dewey-full 371.3
dewey-sort 3371.3
dewey-raw 371.3
dewey-search 371.3
first_indexed 2020-11-19T09:23:13Z
last_indexed 2021-02-04T13:49:27Z
recordtype opac
publisher Singapore : Springer Singapore Imprint: Springer
_version_ 1690768998004686848
score 13,329224
generalnotes This book analyses the organisation cultures that promote Japanese Lesson Study, identifies the soul of lesson study, which is missing in other cultures, and discusses the conditions for successfully transplanting the Lesson Study to other cultures. Adopting Nonaka and Tateuchi’s (1995) SECI knowledge creation model as the analytical lens, it explores the tacit and explicit knowledge convention and creation processes in lesson study. Unpacking the mechanism of the knowledge management process and practices could assist policy makers and school administrators, educators in contextualising lesson study to their school systems. The book provides an accessible discussion of the benefits and challenges of introducing lesson study, and presents three new research dimensions to analyse it: reviewing the historical development of lesson study in terms of the pendulum swings between professional accountability and state accountability in developing the school-based curriculum and the national curriculum; examining lesson study as a knowledge management tool for creating pedagogical knowledge for curriculum implementation: and studying the “kaizen kata” embedded in the PDCA cycles of lesson study as an organization routine for school improvement.